<?xml version="1.0" encoding="UTF-8"?>
<rss xmlns:itunes="http://www.itunes.com/dtds/podcast-1.0.dtd" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:podcast="https://podcastindex.org/namespace/1.0" xmlns:media="http://search.yahoo.com/mrss/" version="2.0"><channel><title>FE News on the go</title><link>http://www.fenews.co.uk</link><description><![CDATA[Welcome to FE News on the Go, the podcast that brings you the latest exclusive articles from the world of further education.<br /><br />We are experimenting with Artificial Intelligence to make our exclusive articles even more accessible while automating it for our team of project managers.<br /><br />In each episode, our thought leaders and sector influencers will delve into the most pressing issues facing the FE sector, offering their insights and analysis on the latest news, trends, and developments.<br /><br />Whether you're a busy professional on the go or simply looking for an alternative way to stay up to date with the latest happenings in the world of further education, FE News on the Go is the perfect podcast for you.<br /><br />With a focus on high-quality content, engaging discussions, and informative interviews, our podcast is sure to become your go-to source for all things FE.<br /><br />So why wait? Tune in to FE News on the Go today and stay ahead of the curve in the fast-paced world of further education]]></description><atom:link href="https://www.spreaker.com/show/5857180/episodes/feed" rel="self" type="application/rss+xml"/><language>en</language><category>News</category><copyright>Copyright FE News</copyright><image><url>https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg</url><title>FE News on the go</title><link>http://www.fenews.co.uk</link></image><lastBuildDate>Mon, 25 Mar 2024 10:23:23 +0000</lastBuildDate><itunes:author>FE News</itunes:author><itunes:owner><itunes:name>FE News</itunes:name><itunes:email>info@fenews.co.uk</itunes:email></itunes:owner><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:subtitle>Welcome to FE News on the Go, the podcast that brings you the latest exclusive articles from the world of further education.

We are experimenting with Artificial Intelligence to make our exclusive articles even more accessible while automating it for...</itunes:subtitle><itunes:summary><![CDATA[Welcome to FE News on the Go, the podcast that brings you the latest exclusive articles from the world of further education.<br /><br />We are experimenting with Artificial Intelligence to make our exclusive articles even more accessible while automating it for our team of project managers.<br /><br />In each episode, our thought leaders and sector influencers will delve into the most pressing issues facing the FE sector, offering their insights and analysis on the latest news, trends, and developments.<br /><br />Whether you're a busy professional on the go or simply looking for an alternative way to stay up to date with the latest happenings in the world of further education, FE News on the Go is the perfect podcast for you.<br /><br />With a focus on high-quality content, engaging discussions, and informative interviews, our podcast is sure to become your go-to source for all things FE.<br /><br />So why wait? Tune in to FE News on the Go today and stay ahead of the curve in the fast-paced world of further education]]></itunes:summary><itunes:category text="News"/><itunes:category text="Education"/><itunes:explicit>false</itunes:explicit><itunes:type>episodic</itunes:type><item><title>Inclusive professionalism in FE and Skills: social mobility | Part 1</title><link>https://www.spreaker.com/episode/inclusive-professionalism-in-fe-and-skills-social-mobility-part-1--59162027</link><description><![CDATA[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...]]></description><guid isPermaLink="false">gLABdYxa</guid><pubDate>Mon, 25 Mar 2024 09:40:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59162027/hvqdpon4nbdtasnivhxr6smfjswgbimjbu77aein.mp3" length="1161600" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf/8ce5bc6a-c308-43b1-9db0-fe5a443b3bbf.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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)...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>291</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Building lasting relationships between colleges and businesses through degree apprenticeships</title><link>https://www.spreaker.com/episode/building-lasting-relationships-between-colleges-and-businesses-through-degree-apprenticeships--59135975</link><description><![CDATA[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...]]></description><guid isPermaLink="false">gxZwXr9k</guid><pubDate>Fri, 22 Mar 2024 10:58:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59135975/zlskgkvrbnvsjynmjvi9ilzqdbbuini8kkjer1ux.mp3" length="1144320" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b7f5774-129a-4d24-abd9-1b67f6d0df04/8b7f5774-129a-4d24-abd9-1b67f6d0df04.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b7f5774-129a-4d24-abd9-1b67f6d0df04/8b7f5774-129a-4d24-abd9-1b67f6d0df04.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b7f5774-129a-4d24-abd9-1b67f6d0df04/8b7f5774-129a-4d24-abd9-1b67f6d0df04.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>287</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The skills of the future: Identifying and empowering Dyslexic Thinkers in FE</title><link>https://www.spreaker.com/episode/the-skills-of-the-future-identifying-and-empowering-dyslexic-thinkers-in-fe--59135976</link><description><![CDATA[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...]]></description><guid isPermaLink="false">DLV1Xjzb</guid><pubDate>Fri, 22 Mar 2024 10:57:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59135976/j0utg9h2pnwsql2mbwgpqamujipqbnzjbvg52xux.mp3" length="1386528" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d966e72c-1284-4f78-a887-d444823253b6/d966e72c-1284-4f78-a887-d444823253b6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d966e72c-1284-4f78-a887-d444823253b6/d966e72c-1284-4f78-a887-d444823253b6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d966e72c-1284-4f78-a887-d444823253b6/d966e72c-1284-4f78-a887-d444823253b6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>347</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Latest reforms to American Apprenticeships signal new opportunities for British training providers</title><link>https://www.spreaker.com/episode/latest-reforms-to-american-apprenticeships-signal-new-opportunities-for-british-training-providers--59123725</link><description><![CDATA[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...]]></description><guid isPermaLink="false">GzREXE9Q</guid><pubDate>Thu, 21 Mar 2024 09:06:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59123725/n8wjbk5amdrftncolygb1jzi3ql57zqblhjpl7os.mp3" length="3764832" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6272b2fb-ca10-4299-ae0d-489f05b6d7a3/6272b2fb-ca10-4299-ae0d-489f05b6d7a3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6272b2fb-ca10-4299-ae0d-489f05b6d7a3/6272b2fb-ca10-4299-ae0d-489f05b6d7a3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6272b2fb-ca10-4299-ae0d-489f05b6d7a3/6272b2fb-ca10-4299-ae0d-489f05b6d7a3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>942</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Neurodiversity Leadership: Shaping UK Education Sector</title><link>https://www.spreaker.com/episode/neurodiversity-leadership-shaping-uk-education-sector--59123724</link><description><![CDATA[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...]]></description><guid isPermaLink="false">yzKqrpxg</guid><pubDate>Thu, 21 Mar 2024 09:04:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59123724/woflizyujakyrmypaexdlzmfz1cuzzyorhptjmsy.mp3" length="1361856" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/75cc025d-cbe6-403a-9113-f40194dc4ce2/75cc025d-cbe6-403a-9113-f40194dc4ce2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/75cc025d-cbe6-403a-9113-f40194dc4ce2/75cc025d-cbe6-403a-9113-f40194dc4ce2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/75cc025d-cbe6-403a-9113-f40194dc4ce2/75cc025d-cbe6-403a-9113-f40194dc4ce2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>341</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>End point assessments and the potential for more innovative use of technology</title><link>https://www.spreaker.com/episode/end-point-assessments-and-the-potential-for-more-innovative-use-of-technology--59114833</link><description><![CDATA[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...]]></description><guid isPermaLink="false">79072YxE</guid><pubDate>Wed, 20 Mar 2024 15:24:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59114833/lgib3sfmus1t9zi9cmha9dywdff9lamdm3utcog0.mp3" length="3414432" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba2313f9-fc84-49ca-836b-06944cc6ae64/ba2313f9-fc84-49ca-836b-06944cc6ae64.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba2313f9-fc84-49ca-836b-06944cc6ae64/ba2313f9-fc84-49ca-836b-06944cc6ae64.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba2313f9-fc84-49ca-836b-06944cc6ae64/ba2313f9-fc84-49ca-836b-06944cc6ae64.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>854</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Past, Present and Future: The Impact of Technology on The Recruitment Market</title><link>https://www.spreaker.com/episode/past-present-and-future-the-impact-of-technology-on-the-recruitment-market--59110312</link><description><![CDATA[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 &amp; 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....]]></description><guid isPermaLink="false">E9boDXzZ</guid><pubDate>Wed, 20 Mar 2024 09:17:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59110312/5loquqsadpthcecmurtnazo0xfr6tcva4eqw8zws.mp3" length="1250304" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eeb439b5-41b7-4e8f-b03d-164e4387f228/eeb439b5-41b7-4e8f-b03d-164e4387f228.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eeb439b5-41b7-4e8f-b03d-164e4387f228/eeb439b5-41b7-4e8f-b03d-164e4387f228.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eeb439b5-41b7-4e8f-b03d-164e4387f228/eeb439b5-41b7-4e8f-b03d-164e4387f228.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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 &amp; 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...]]></itunes:summary><itunes:duration>313</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How the new multi-channel marketer apprenticeship is equipping marketers of the future</title><link>https://www.spreaker.com/episode/how-the-new-multi-channel-marketer-apprenticeship-is-equipping-marketers-of-the-future--59110311</link><description><![CDATA[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...]]></description><guid isPermaLink="false">Zxn500Lj</guid><pubDate>Wed, 20 Mar 2024 09:16:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59110311/swrjkernybdgh073fcmxjns0ewgapfsjuftbiibo.mp3" length="894720" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85e89277-72cf-47f4-9c8e-2ed85b30922a/85e89277-72cf-47f4-9c8e-2ed85b30922a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85e89277-72cf-47f4-9c8e-2ed85b30922a/85e89277-72cf-47f4-9c8e-2ed85b30922a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85e89277-72cf-47f4-9c8e-2ed85b30922a/85e89277-72cf-47f4-9c8e-2ed85b30922a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>224</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How to Manage Your Apprentices &amp; Support Their Success</title><link>https://www.spreaker.com/episode/how-to-manage-your-apprentices-support-their-success--59110310</link><description><![CDATA[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...]]></description><guid isPermaLink="false">5zqME0zQ</guid><pubDate>Wed, 20 Mar 2024 09:15:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59110310/mhwwkgdovoaecsbbz2xfkfrziz5ubepuupvnixwn.mp3" length="1514976" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4c073b2-c6df-4693-b6b1-996f594a9509/c4c073b2-c6df-4693-b6b1-996f594a9509.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4c073b2-c6df-4693-b6b1-996f594a9509/c4c073b2-c6df-4693-b6b1-996f594a9509.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4c073b2-c6df-4693-b6b1-996f594a9509/c4c073b2-c6df-4693-b6b1-996f594a9509.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>379</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Moving from industrialised education to personalised approaches – reducing ‘wastage’</title><link>https://www.spreaker.com/episode/moving-from-industrialised-education-to-personalised-approaches-reducing-wastage--59085228</link><description><![CDATA[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...]]></description><guid isPermaLink="false">bLPOVoz5</guid><pubDate>Mon, 18 Mar 2024 09:40:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59085228/xyxw8bbstzwdtaonc5ctp0nksbsqcommuymkfuzt.mp3" length="2264736" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14f4cc6e-cd89-4807-b434-00ce178ca400/14f4cc6e-cd89-4807-b434-00ce178ca400.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14f4cc6e-cd89-4807-b434-00ce178ca400/14f4cc6e-cd89-4807-b434-00ce178ca400.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14f4cc6e-cd89-4807-b434-00ce178ca400/14f4cc6e-cd89-4807-b434-00ce178ca400.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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,...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>567</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>UCEA Report Reveals What It’s Like to Work in HE</title><link>https://www.spreaker.com/episode/ucea-report-reveals-what-it-s-like-to-work-in-he--59085230</link><description><![CDATA[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...]]></description><guid isPermaLink="false">l9kWnN94</guid><pubDate>Mon, 18 Mar 2024 09:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59085230/hmmmq8px7iz3jjtgmpltlhlyno7ncy1if4rzc6v1.mp3" length="2002656" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c71b24-cdd9-4cea-91d8-847ccff34872/e8c71b24-cdd9-4cea-91d8-847ccff34872.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c71b24-cdd9-4cea-91d8-847ccff34872/e8c71b24-cdd9-4cea-91d8-847ccff34872.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c71b24-cdd9-4cea-91d8-847ccff34872/e8c71b24-cdd9-4cea-91d8-847ccff34872.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>501</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>A new Gener-AI-tion in further education</title><link>https://www.spreaker.com/episode/a-new-gener-ai-tion-in-further-education--59055726</link><description><![CDATA[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...]]></description><guid isPermaLink="false">BzNdK3xK</guid><pubDate>Fri, 15 Mar 2024 10:24:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59055726/xbhnzlgqzsb6qyiyw3iw8fbbeqnxv15htsdzpffi.mp3" length="1365792" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbc12be3-4064-4256-92d8-832ead798c3b/dbc12be3-4064-4256-92d8-832ead798c3b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbc12be3-4064-4256-92d8-832ead798c3b/dbc12be3-4064-4256-92d8-832ead798c3b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbc12be3-4064-4256-92d8-832ead798c3b/dbc12be3-4064-4256-92d8-832ead798c3b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Power of Anti-Racist Leadership</title><link>https://www.spreaker.com/episode/the-power-of-anti-racist-leadership--59055725</link><description><![CDATA[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 &amp; 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...]]></description><guid isPermaLink="false">mLmVQOxN</guid><pubDate>Fri, 15 Mar 2024 10:23:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59055725/8cemv88njjzcpl4xxugw2dikp4azuhrs8erxkrh8.mp3" length="1065024" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d86fc366-4163-4382-81ab-3092242a4845/d86fc366-4163-4382-81ab-3092242a4845.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d86fc366-4163-4382-81ab-3092242a4845/d86fc366-4163-4382-81ab-3092242a4845.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d86fc366-4163-4382-81ab-3092242a4845/d86fc366-4163-4382-81ab-3092242a4845.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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 &amp;amp; Skills to tackling...</itunes:subtitle><itunes:summary><![CDATA[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 &amp; 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...]]></itunes:summary><itunes:duration>267</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Universities failing to make the grade on net zero</title><link>https://www.spreaker.com/episode/universities-failing-to-make-the-grade-on-net-zero--59055724</link><description><![CDATA[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...]]></description><guid isPermaLink="false">ozWEwkx5</guid><pubDate>Fri, 15 Mar 2024 10:23:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59055724/nqd3wza4dc1mzgluu82zpnkiwnzc1uw4apueltza.mp3" length="1334880" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/23ee03f1-a90b-4051-bef2-56ae0989a1c8/23ee03f1-a90b-4051-bef2-56ae0989a1c8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/23ee03f1-a90b-4051-bef2-56ae0989a1c8/23ee03f1-a90b-4051-bef2-56ae0989a1c8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/23ee03f1-a90b-4051-bef2-56ae0989a1c8/23ee03f1-a90b-4051-bef2-56ae0989a1c8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>334</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Unlocking Opportunities: The Path to Diversity and Representation in STEM through Further Education and Career Advancement</title><link>https://www.spreaker.com/episode/unlocking-opportunities-the-path-to-diversity-and-representation-in-stem-through-further-education-and-career-advancement--59030816</link><description><![CDATA[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...]]></description><guid isPermaLink="false">BLwpZjx1</guid><pubDate>Wed, 13 Mar 2024 10:26:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59030816/zqb1wvodj08itfbccsllxgi4uczg366uyn1f03zt.mp3" length="1181472" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fec37b77-b4a9-49c7-8db7-bf43db489c58/fec37b77-b4a9-49c7-8db7-bf43db489c58.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fec37b77-b4a9-49c7-8db7-bf43db489c58/fec37b77-b4a9-49c7-8db7-bf43db489c58.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fec37b77-b4a9-49c7-8db7-bf43db489c58/fec37b77-b4a9-49c7-8db7-bf43db489c58.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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...]]></itunes:summary><itunes:duration>296</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>‘No-one left behind’ – Scottish Minister for FE speaks at FAB Parliamentary Reception at Holyrood</title><link>https://www.spreaker.com/episode/no-one-left-behind-scottish-minister-for-fe-speaks-at-fab-parliamentary-reception-at-holyrood--59030814</link><description><![CDATA[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)]]></description><guid isPermaLink="false">Q92Op2zY</guid><pubDate>Wed, 13 Mar 2024 10:23:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59030814/ecairpl0royzb5o1vkdblbo9pqjnswpacc14l1pv.mp3" length="853920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/728a5ab1-718e-4cd3-80f3-447e3ccab500/728a5ab1-718e-4cd3-80f3-447e3ccab500.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/728a5ab1-718e-4cd3-80f3-447e3ccab500/728a5ab1-718e-4cd3-80f3-447e3ccab500.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/728a5ab1-718e-4cd3-80f3-447e3ccab500/728a5ab1-718e-4cd3-80f3-447e3ccab500.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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)]]></itunes:summary><itunes:duration>214</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Charting the Future – Canada’s Economy and the Role of Employability Services in Job Market Transformation</title><link>https://www.spreaker.com/episode/charting-the-future-canada-s-economy-and-the-role-of-employability-services-in-job-market-transformation--59015549</link><description><![CDATA[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&amp;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...]]></description><guid isPermaLink="false">MzjVqezK</guid><pubDate>Tue, 12 Mar 2024 12:03:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59015549/oj0sn9tiebooumrteszzfbsaxi83ozwrwruqvrv5.mp3" length="1423872" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a8272e89-e04f-418b-9255-38b6e88b42c1/a8272e89-e04f-418b-9255-38b6e88b42c1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a8272e89-e04f-418b-9255-38b6e88b42c1/a8272e89-e04f-418b-9255-38b6e88b42c1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a8272e89-e04f-418b-9255-38b6e88b42c1/a8272e89-e04f-418b-9255-38b6e88b42c1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>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...</itunes:subtitle><itunes:summary><![CDATA[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&amp;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...]]></itunes:summary><itunes:duration>356</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why Human Capital Leaders Must be “Accountability Partners” in the AI Transformation</title><link>https://www.spreaker.com/episode/why-human-capital-leaders-must-be-accountability-partners-in-the-ai-transformation--59015548</link><description><![CDATA[Sharmla Chetty, CEO of Duke Corporate Education, explores why human capital leaders must guide AI integration, prioritising decency, collaboration, and skill development. As technology reshapes work, fostering a people-centric approach ensures AI enhances human capabilities, rather than replacing them.In the dynamic landscape of Artificial Intelligence (AI), the potential for fueling annual GDP growth and fostering positive societal impacts is immense. However, it also risks exacerbating inequalities and compromising privacy and trust. Generative AI features alone are projected to add up to $4.4 trillion to the global economy annually. Companies need to consider not only the value of AI to their organisations but also how AI will disrupt their workforce.Human capital leaders can’t leave the questions around AI just to data scientists or technology teams, we as leaders and experts in human capital own this conversation, and it’s our moment to claim it. Here, I share how human capital leaders can work to ensure AI enhances human capabilities rather than replace them. This involves leading with decency, getting our teams ready for AI and taking a people-centred approach to innovation.Human capital leaders as accountability partnersAs the architects of organisational culture, human capital leaders emerge as essential “accountability partners” in the AI transformation. This proactive role involves ensuring that people remain the focal point, safeguarding against the dehumanisation and displacement of the workforce and steering AI towards enhancing human potential.Beyond IQ and EQ in leadership, The role of business leaders is evolving dramatically. Edelman’s 2024 Trust Barometer highlights that business is trusted more than governments and the media meaning there is a responsibility to act with care. While traditional leadership traits include intellect (IQ) and emotional intelligence (EQ), the current landscape of rapid innovation demands a third crucial trait, first coined by former CEO of Mastercard, Ajay Banga – decency (DQ).DQ is an aspect that’s been explored by Banga and William Boulding, Dean and J.B. Fuqua Professor of Business Administration at The Fuqua School of Business. Together, they view DQ as the piece that ensures IQ and EQ are used to benefit society at large.AI, innovation and automation are changing the face of work and we’re seeing a heightened sense of distrust. Edelman’s 2024 Trust Barometer revealed that most institutions are not trusted to introduce innovations to society. While business leads, it’s still just below 60 per cent (trust is 60 per cent orabove). In this context, leaders need decency more than ever. Leaders must consider not only how AI can benefit their organisations, but what are the implications for society and employees.A people-centric approach to AI integration. While AI can improve productivity, it cannot replace the benefits of bringing diverse individuals together to solve problems from different perspectives. Leadership strategies must shift towards a people-centric approach, facilitating collaboration between AI and humans.Ensuring workforce adaptability and leveraging AI to augment job functions is vital. Over 85% of employees believe they will need training to address how AI will change their jobs, according to a survey of about 13,000 workers across 18 countries by Boston Consulting Group Inc. So far, less than 15% have received any, and this demands our attention.Another key issue with AI is that it is inherently biased and acts on pre-existing information, meaning it can’t account for future uncertainties. Proactive skill development, with a focus on critical thinking, becomes essential for staying ahead of the curve and effectively managing emerging risks.Safeguarding against the perils of AI. It’s up to human capability leaders to ensure diversity in the people working on the technology and continue learning and asking questions to educate and create shared understanding. Lea...]]></description><guid isPermaLink="false">MLdQ8Gxg</guid><pubDate>Tue, 12 Mar 2024 12:02:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59015548/qx70hzz8aw3jvm9fxlro8zbhmgt47hma3ragsqjk.mp3" length="1224960" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3f436691-118c-41dc-aa44-63da832273d4/3f436691-118c-41dc-aa44-63da832273d4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3f436691-118c-41dc-aa44-63da832273d4/3f436691-118c-41dc-aa44-63da832273d4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3f436691-118c-41dc-aa44-63da832273d4/3f436691-118c-41dc-aa44-63da832273d4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sharmla Chetty, CEO of Duke Corporate Education, explores why human capital leaders must guide AI integration, prioritising decency, collaboration, and skill development. As technology reshapes work, fostering a people-centric approach ensures AI...</itunes:subtitle><itunes:summary><![CDATA[Sharmla Chetty, CEO of Duke Corporate Education, explores why human capital leaders must guide AI integration, prioritising decency, collaboration, and skill development. As technology reshapes work, fostering a people-centric approach ensures AI enhances human capabilities, rather than replacing them.In the dynamic landscape of Artificial Intelligence (AI), the potential for fueling annual GDP growth and fostering positive societal impacts is immense. However, it also risks exacerbating inequalities and compromising privacy and trust. Generative AI features alone are projected to add up to $4.4 trillion to the global economy annually. Companies need to consider not only the value of AI to their organisations but also how AI will disrupt their workforce.Human capital leaders can’t leave the questions around AI just to data scientists or technology teams, we as leaders and experts in human capital own this conversation, and it’s our moment to claim it. Here, I share how human capital leaders can work to ensure AI enhances human capabilities rather than replace them. This involves leading with decency, getting our teams ready for AI and taking a people-centred approach to innovation.Human capital leaders as accountability partnersAs the architects of organisational culture, human capital leaders emerge as essential “accountability partners” in the AI transformation. This proactive role involves ensuring that people remain the focal point, safeguarding against the dehumanisation and displacement of the workforce and steering AI towards enhancing human potential.Beyond IQ and EQ in leadership, The role of business leaders is evolving dramatically. Edelman’s 2024 Trust Barometer highlights that business is trusted more than governments and the media meaning there is a responsibility to act with care. While traditional leadership traits include intellect (IQ) and emotional intelligence (EQ), the current landscape of rapid innovation demands a third crucial trait, first coined by former CEO of Mastercard, Ajay Banga – decency (DQ).DQ is an aspect that’s been explored by Banga and William Boulding, Dean and J.B. Fuqua Professor of Business Administration at The Fuqua School of Business. Together, they view DQ as the piece that ensures IQ and EQ are used to benefit society at large.AI, innovation and automation are changing the face of work and we’re seeing a heightened sense of distrust. Edelman’s 2024 Trust Barometer revealed that most institutions are not trusted to introduce innovations to society. While business leads, it’s still just below 60 per cent (trust is 60 per cent orabove). In this context, leaders need decency more than ever. Leaders must consider not only how AI can benefit their organisations, but what are the implications for society and employees.A people-centric approach to AI integration. While AI can improve productivity, it cannot replace the benefits of bringing diverse individuals together to solve problems from different perspectives. Leadership strategies must shift towards a people-centric approach, facilitating collaboration between AI and humans.Ensuring workforce adaptability and leveraging AI to augment job functions is vital. Over 85% of employees believe they will need training to address how AI will change their jobs, according to a survey of about 13,000 workers across 18 countries by Boston Consulting Group Inc. So far, less than 15% have received any, and this demands our attention.Another key issue with AI is that it is inherently biased and acts on pre-existing information, meaning it can’t account for future uncertainties. Proactive skill development, with a focus on critical thinking, becomes essential for staying ahead of the curve and effectively managing emerging risks.Safeguarding against the perils of AI. It’s up to human capability leaders to ensure diversity in the people working on the technology and continue learning and asking questions to educate and create shared understanding....]]></itunes:summary><itunes:duration>307</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Invest in employment and skills to restart the engines of growth</title><link>https://www.spreaker.com/episode/invest-in-employment-and-skills-to-restart-the-engines-of-growth--59004574</link><description><![CDATA[Stephen explains the UK’s engines of growth have stalled since 2008, resulting in lower average earnings and public services under strain. The Chancellor’s recent Budget focused on personal tax cuts but failed to prioritise widening access to learning, skills, and employment, which are crucial for growth.A single Budget isn’t going to fix all our challenges, particularly not a pre-election Budget. Nonetheless, it was a bit disappointing that widening access to learning, skills and employment didn’t feature much in the Chancellor’s speech.The UK’s engines of growth have stalled since 2008: that’s why average earnings are £12,000 per year below where pre-financial crisis trends would have taken us. It’s also why public services are breaking at the seams despite taxes overall rising.A further £380 million cut to adult skills on the way? A main focus was on personal tax cuts, though for lower and higher earners these don’t fully offset previous rises: the Chancellor was only able to cut personal tax rates by raising some other taxes and pencilling in a further period of austerity in public services after the election. Learning and Work Institute (L&amp;W) estimates that this could mean a further £380 million cut to adult skills in England by 2028. On top of previous cuts, that would mean the Government spending £1.3 billion, or 25%, less on adult skills in real terms. And that comes alongside employers investing 26% less per person in training than in 2005.And where has the axe fallen to date? Predominantly on learning opportunities for adults wanting to improve their English and maths, or young people wanting to do an apprenticeship, or people wanting to gain a level 2 qualification. Contrast the focus on skills bootcamps, where two-thirds of participants already had a level 3 qualification, with the 63% fall in a decade in people taking English and maths courses. Is that the right priority for public funding?Continuing lack of investment in skills is bad for growth and bad for opportunity. A previous Chancellor said you can’t spend your way out of a recession. It’s equally true that you can’t cut your way to growth.We need to break out of this low-growth loop that makes every decision a zero-sum game. The good news is that improving employment and skills can help, and we know how.How can we do better? We need ambition for growth and opportunity, making the next decade one where learning, skills and employment help us break out of the loop we’re stuck in.Of course, it’s not just what the Government spends on services, it’s how that money is spent – the outcomes it achieves and the people it helps. Our economy and society are not just about the Government, they’re about individuals, communities and employers too.So here’s a five-point plan for a decade of growth:Invest in learning for all. Invest in adult learning, prioritising English, maths and digital skills and learning up to level 3, backed by a clear strategy putting lifelong learning at the heart of all government policy.Get employers training. A Skills Tax Credit and reform of the apprenticeship levy to increase training and grow opportunities for young people and at all skill levels.Help people to learn. A widened Lifelong Learning Entitlement to give people more time and financial support for learning.Widen employment opportunity. Better-quality support for people to find work, widening access so that more than the current one in ten out-of-work disabled and older people get help.Promote better work. Improve employment rights and support progression at work. All this needs to be part of wider plans. We need to link investment in skills with our plans for net zero and to build more homes: where are the construction workers and the heat pump fitters going to come from? And make learning the golden thread across policy areas – making social prescribing in health services to learning and skills the norm, for example.It would be easy to think that we can’t escape where we are...]]></description><guid isPermaLink="false">VLeW4K9G</guid><pubDate>Mon, 11 Mar 2024 16:09:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59004574/zmtzsupfi4yu5zzdogipj4xvhd5qbpgpbprt51aw.mp3" length="991392" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a461c9dc-2010-4d50-a910-249f7c67b739/a461c9dc-2010-4d50-a910-249f7c67b739.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a461c9dc-2010-4d50-a910-249f7c67b739/a461c9dc-2010-4d50-a910-249f7c67b739.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a461c9dc-2010-4d50-a910-249f7c67b739/a461c9dc-2010-4d50-a910-249f7c67b739.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Stephen explains the UK’s engines of growth have stalled since 2008, resulting in lower average earnings and public services under strain. The Chancellor’s recent Budget focused on personal tax cuts but failed to prioritise widening access to...</itunes:subtitle><itunes:summary><![CDATA[Stephen explains the UK’s engines of growth have stalled since 2008, resulting in lower average earnings and public services under strain. The Chancellor’s recent Budget focused on personal tax cuts but failed to prioritise widening access to learning, skills, and employment, which are crucial for growth.A single Budget isn’t going to fix all our challenges, particularly not a pre-election Budget. Nonetheless, it was a bit disappointing that widening access to learning, skills and employment didn’t feature much in the Chancellor’s speech.The UK’s engines of growth have stalled since 2008: that’s why average earnings are £12,000 per year below where pre-financial crisis trends would have taken us. It’s also why public services are breaking at the seams despite taxes overall rising.A further £380 million cut to adult skills on the way? A main focus was on personal tax cuts, though for lower and higher earners these don’t fully offset previous rises: the Chancellor was only able to cut personal tax rates by raising some other taxes and pencilling in a further period of austerity in public services after the election. Learning and Work Institute (L&amp;W) estimates that this could mean a further £380 million cut to adult skills in England by 2028. On top of previous cuts, that would mean the Government spending £1.3 billion, or 25%, less on adult skills in real terms. And that comes alongside employers investing 26% less per person in training than in 2005.And where has the axe fallen to date? Predominantly on learning opportunities for adults wanting to improve their English and maths, or young people wanting to do an apprenticeship, or people wanting to gain a level 2 qualification. Contrast the focus on skills bootcamps, where two-thirds of participants already had a level 3 qualification, with the 63% fall in a decade in people taking English and maths courses. Is that the right priority for public funding?Continuing lack of investment in skills is bad for growth and bad for opportunity. A previous Chancellor said you can’t spend your way out of a recession. It’s equally true that you can’t cut your way to growth.We need to break out of this low-growth loop that makes every decision a zero-sum game. The good news is that improving employment and skills can help, and we know how.How can we do better? We need ambition for growth and opportunity, making the next decade one where learning, skills and employment help us break out of the loop we’re stuck in.Of course, it’s not just what the Government spends on services, it’s how that money is spent – the outcomes it achieves and the people it helps. Our economy and society are not just about the Government, they’re about individuals, communities and employers too.So here’s a five-point plan for a decade of growth:Invest in learning for all. Invest in adult learning, prioritising English, maths and digital skills and learning up to level 3, backed by a clear strategy putting lifelong learning at the heart of all government policy.Get employers training. A Skills Tax Credit and reform of the apprenticeship levy to increase training and grow opportunities for young people and at all skill levels.Help people to learn. A widened Lifelong Learning Entitlement to give people more time and financial support for learning.Widen employment opportunity. Better-quality support for people to find work, widening access so that more than the current one in ten out-of-work disabled and older people get help.Promote better work. Improve employment rights and support progression at work. All this needs to be part of wider plans. We need to link investment in skills with our plans for net zero and to build more homes: where are the construction workers and the heat pump fitters going to come from? And make learning the golden thread across policy areas – making social prescribing in health services to learning and skills the norm, for example.It would be easy to think that we can’t escape where we...]]></itunes:summary><itunes:duration>248</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Rethinking “Early Leavers” as “Partial Achievers”</title><link>https://www.spreaker.com/episode/rethinking-early-leavers-as-partial-achievers--59003023</link><description><![CDATA[Kerry advocates adopting a new lens for assessing achievement. Rather than tarnishing all early leavers with the same brush, we should recognise and report on the accomplishments of partial achievers.In the world of further education, the term “early leavers” often carries a negative connotation. It implies that those who don’t complete their programmes have somehow failed or given up. From an Ofsted perspective, if the data shows high numbers of early leavers on any programme with no evidence to explain reasons for leaving, the pendulum swings towards a likely negative outcome of an inspection.But for apprenticeships, what if we reframe this perspective and consider the learners as “partial achievers” instead? By shifting our focus to what knowledge, skills and behaviours apprentices attained before leaving, we can unveil a more holistic understanding of their journeys and the apprenticeship system itself.A marathon runner may not complete the full 26-mile course to receive the medal but still deserves applause for the miles they did achieve and the timings accomplished at each checkpoint. In the case of apprentices, one significant group that often falls into the “early leaver” category are those who leave a programme to embark on new or different career paths. Instead of viewing this as a negative outcome, could it be that they received excellent career advice that led them to make informed decisions that were right for the individual? Perhaps, in these cases, leaving an apprenticeship was the best choice to fulfil their evolving aspirations and goals. Lives and circumstances change, and so do priorities.Nationally, apprenticeship achievement rates leave room for improvement. However, when we take a closer look, it becomes evident that the blame doesn’t always fall on the providers. This shift in perspective prompts us to question whether it’s time to rethink the entire apprenticeship model or to adopt a new lens through which we assess achievement. Rather than tarnishing all early leavers with the same brush, it’s essential to recognise and report on the accomplishments of partial achievers.Impact of functional skills pass requirement. The requirement for apprentices to achieve at least level 1 for functional skills has a major impact on achievement rates. For the apprentices themselves, it can be career-limiting. As others have pointed out, achieving a qualification in functional skills is not an exit requirement for any other programme so why is it for apprenticeships?The requirement can lead to providers experiencing anything between 20 to 80 per cent of unfunded provision and therefore FIN works with providers to maximise FSQ passes. For example ‘outstanding’ Remit Training talked to fellow FIN members about how they supported the effective introduction of virtual tutors to add to the face-to-face tuition. Learners are expected to pass mock assessments before the actual test and the provider ensures that robust tracking of progress is maintained. For employers who have set entry requirements, there are robust initial assessments or diagnostics in place. The combination of these measures has made a real difference for Remit.  Ofsted’s independent review of careers guidance in specialist settings has just found that many of the apprenticeships and other courses available require formal qualifications in maths and English which can present a significant barrier for some SEND learners. Ofsted argues that It may be more appropriate for some learners to continue to study maths and English while undertaking further study, and this is often what happens.Early leavers on other skills and employability programmes. For shorter skills courses or employability programmes. It’s also time to take a fresh look at early leavers.To move in this direction, the regulators and the inspectorate must start asking different questions. While on the programme, what did learners achieve? How did their behaviours and attitudes improve? What knowl...]]></description><guid isPermaLink="false">VxGMQOzW</guid><pubDate>Mon, 11 Mar 2024 14:12:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59003023/q8ujvfrqikyfrx3cw4fjsgvsfgicv7onzhf9kgbs.mp3" length="1327872" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d9583518-b915-49ad-bf4b-d69942a048a0/d9583518-b915-49ad-bf4b-d69942a048a0.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d9583518-b915-49ad-bf4b-d69942a048a0/d9583518-b915-49ad-bf4b-d69942a048a0.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d9583518-b915-49ad-bf4b-d69942a048a0/d9583518-b915-49ad-bf4b-d69942a048a0.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Kerry advocates adopting a new lens for assessing achievement. Rather than tarnishing all early leavers with the same brush, we should recognise and report on the accomplishments of partial achievers.In the world of further education, the term “early...</itunes:subtitle><itunes:summary><![CDATA[Kerry advocates adopting a new lens for assessing achievement. Rather than tarnishing all early leavers with the same brush, we should recognise and report on the accomplishments of partial achievers.In the world of further education, the term “early leavers” often carries a negative connotation. It implies that those who don’t complete their programmes have somehow failed or given up. From an Ofsted perspective, if the data shows high numbers of early leavers on any programme with no evidence to explain reasons for leaving, the pendulum swings towards a likely negative outcome of an inspection.But for apprenticeships, what if we reframe this perspective and consider the learners as “partial achievers” instead? By shifting our focus to what knowledge, skills and behaviours apprentices attained before leaving, we can unveil a more holistic understanding of their journeys and the apprenticeship system itself.A marathon runner may not complete the full 26-mile course to receive the medal but still deserves applause for the miles they did achieve and the timings accomplished at each checkpoint. In the case of apprentices, one significant group that often falls into the “early leaver” category are those who leave a programme to embark on new or different career paths. Instead of viewing this as a negative outcome, could it be that they received excellent career advice that led them to make informed decisions that were right for the individual? Perhaps, in these cases, leaving an apprenticeship was the best choice to fulfil their evolving aspirations and goals. Lives and circumstances change, and so do priorities.Nationally, apprenticeship achievement rates leave room for improvement. However, when we take a closer look, it becomes evident that the blame doesn’t always fall on the providers. This shift in perspective prompts us to question whether it’s time to rethink the entire apprenticeship model or to adopt a new lens through which we assess achievement. Rather than tarnishing all early leavers with the same brush, it’s essential to recognise and report on the accomplishments of partial achievers.Impact of functional skills pass requirement. The requirement for apprentices to achieve at least level 1 for functional skills has a major impact on achievement rates. For the apprentices themselves, it can be career-limiting. As others have pointed out, achieving a qualification in functional skills is not an exit requirement for any other programme so why is it for apprenticeships?The requirement can lead to providers experiencing anything between 20 to 80 per cent of unfunded provision and therefore FIN works with providers to maximise FSQ passes. For example ‘outstanding’ Remit Training talked to fellow FIN members about how they supported the effective introduction of virtual tutors to add to the face-to-face tuition. Learners are expected to pass mock assessments before the actual test and the provider ensures that robust tracking of progress is maintained. For employers who have set entry requirements, there are robust initial assessments or diagnostics in place. The combination of these measures has made a real difference for Remit.  Ofsted’s independent review of careers guidance in specialist settings has just found that many of the apprenticeships and other courses available require formal qualifications in maths and English which can present a significant barrier for some SEND learners. Ofsted argues that It may be more appropriate for some learners to continue to study maths and English while undertaking further study, and this is often what happens.Early leavers on other skills and employability programmes. For shorter skills courses or employability programmes. It’s also time to take a fresh look at early leavers.To move in this direction, the regulators and the inspectorate must start asking different questions. While on the programme, what did learners achieve? How did their behaviours and attitudes improve? What...]]></itunes:summary><itunes:duration>332</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Bridging the Gap: Integrating AI into Education for a Brighter Future</title><link>https://www.spreaker.com/episode/bridging-the-gap-integrating-ai-into-education-for-a-brighter-future--59003022</link><description><![CDATA[Each year GoStudent releases The GoStudent Future of Education Report, which offers a unique and comprehensive view of emerging educational trends, and sheds light on the wants and needs of Gen Z and Alpha students. This year, the report explores AI in education and highlights Europe’s AI gap.As the digital era transforms every aspect of our lives, from how we work to how we communicate, we must take steps to ensure Europe’s education system does not get left behind. Our newly released GoStudent Future of Education Report 2024 paints a stark picture of the growing chasm between students’ aspirations and the reality of classroom learning. At the heart of this divide lies the urgent need to integrate artificial intelligence (AI) into the curriculum, with students calling to learn with, and about, the technology.The report’s findings are both enlightening and concerning. Over half (54%) of Europe’s students are clamouring for AI-powered learning experiences, recognising the potential of these technologies to shape their future. Yet only a quarter (24%) of them have access to AI tools in their classrooms. This glaring gap raises questions about the readiness of our education system to equip students with the skills they need to thrive in an increasingly digital world.Addressing Geographical Disparities. We see the disparity most clearly when exploring geographical uptake. In Germany and Austria, four in 10 students have access to AI learning tools in the classroom; however, this drops to two in 10 in the UK and Spain and just one in 10 in France and Italy, leaving students at a distinct disadvantage. This inequity risks perpetuating a cycle of inequality, with some students poised to excel in a tech-driven economy while others may be left behind.And these students understand this risk. We release the GoStudent Future of Education Report annually, and we can see that the priorities of Gen Z and Alpha are shifting. While last year, environmental issues topped the student agenda, our 2024 report reveals a clear demand for AI education, with this subject ranking as equally important to students as sustainability. This change reflects a growing awareness among young people of the pivotal role AI will play in shaping their futures. It’s time for us to heed this call and adapt accordingly.Mobilising Stakeholders for Change. But addressing this challenge requires more than just acknowledging its existence. It demands a concerted effort to bridge the digital gap and ensure equitable access to technology for all students. It requires investment in training and support for teachers, empowering them to harness the potential of AI to enhance learning experiences. It requires a fundamental rethink of how we approach education in the digital age.They say it takes a village to raise a child. It also takes a village to drive change. We cannot rely on schools alone. We need buy-in and investment from governments, we need to better harness the potential of public-private partnerships, and we need to keep working to ensure AI is regulated, understood and well-managed, so that educators feel comfortable with, and trust, this technology.The stakes are high. But as more and more companies prioritise AI and big data skills in the workplace, students who lack exposure to these technologies risk being left behind in the job market. It’s not just about preparing students for the future; it’s about giving them the tools they need to shape it.The GoStudent Future of Education Report 2024 serves as a wake-up call for Europe’s education leaders. The time to act is now. We cannot afford to let our students down. We owe it to them to provide an education that equips them with the skills, knowledge, and confidence to thrive in an uncertain future. And that future must include AI.By Gregor Müller is the COO and co-founder of leading education platform and tutoring provider, GoStudent.]]></description><guid isPermaLink="false">X9E8nlxQ</guid><pubDate>Mon, 11 Mar 2024 02:08:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/59003022/pfwjdi1icrax8gxhwsszoscb528jnpj8yjdvpygt.mp3" length="925536" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a5c4a549-d259-45b7-8006-169bc8f9dfe5/a5c4a549-d259-45b7-8006-169bc8f9dfe5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a5c4a549-d259-45b7-8006-169bc8f9dfe5/a5c4a549-d259-45b7-8006-169bc8f9dfe5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a5c4a549-d259-45b7-8006-169bc8f9dfe5/a5c4a549-d259-45b7-8006-169bc8f9dfe5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Each year GoStudent releases The GoStudent Future of Education Report, which offers a unique and comprehensive view of emerging educational trends, and sheds light on the wants and needs of Gen Z and Alpha students. This year, the report explores AI...</itunes:subtitle><itunes:summary><![CDATA[Each year GoStudent releases The GoStudent Future of Education Report, which offers a unique and comprehensive view of emerging educational trends, and sheds light on the wants and needs of Gen Z and Alpha students. This year, the report explores AI in education and highlights Europe’s AI gap.As the digital era transforms every aspect of our lives, from how we work to how we communicate, we must take steps to ensure Europe’s education system does not get left behind. Our newly released GoStudent Future of Education Report 2024 paints a stark picture of the growing chasm between students’ aspirations and the reality of classroom learning. At the heart of this divide lies the urgent need to integrate artificial intelligence (AI) into the curriculum, with students calling to learn with, and about, the technology.The report’s findings are both enlightening and concerning. Over half (54%) of Europe’s students are clamouring for AI-powered learning experiences, recognising the potential of these technologies to shape their future. Yet only a quarter (24%) of them have access to AI tools in their classrooms. This glaring gap raises questions about the readiness of our education system to equip students with the skills they need to thrive in an increasingly digital world.Addressing Geographical Disparities. We see the disparity most clearly when exploring geographical uptake. In Germany and Austria, four in 10 students have access to AI learning tools in the classroom; however, this drops to two in 10 in the UK and Spain and just one in 10 in France and Italy, leaving students at a distinct disadvantage. This inequity risks perpetuating a cycle of inequality, with some students poised to excel in a tech-driven economy while others may be left behind.And these students understand this risk. We release the GoStudent Future of Education Report annually, and we can see that the priorities of Gen Z and Alpha are shifting. While last year, environmental issues topped the student agenda, our 2024 report reveals a clear demand for AI education, with this subject ranking as equally important to students as sustainability. This change reflects a growing awareness among young people of the pivotal role AI will play in shaping their futures. It’s time for us to heed this call and adapt accordingly.Mobilising Stakeholders for Change. But addressing this challenge requires more than just acknowledging its existence. It demands a concerted effort to bridge the digital gap and ensure equitable access to technology for all students. It requires investment in training and support for teachers, empowering them to harness the potential of AI to enhance learning experiences. It requires a fundamental rethink of how we approach education in the digital age.They say it takes a village to raise a child. It also takes a village to drive change. We cannot rely on schools alone. We need buy-in and investment from governments, we need to better harness the potential of public-private partnerships, and we need to keep working to ensure AI is regulated, understood and well-managed, so that educators feel comfortable with, and trust, this technology.The stakes are high. But as more and more companies prioritise AI and big data skills in the workplace, students who lack exposure to these technologies risk being left behind in the job market. It’s not just about preparing students for the future; it’s about giving them the tools they need to shape it.The GoStudent Future of Education Report 2024 serves as a wake-up call for Europe’s education leaders. The time to act is now. We cannot afford to let our students down. We owe it to them to provide an education that equips them with the skills, knowledge, and confidence to thrive in an uncertain future. And that future must include AI.By Gregor Müller is the COO and co-founder of leading education platform and tutoring provider, GoStudent.]]></itunes:summary><itunes:duration>232</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Career Tips for Women from Jane Knight on International Women’s Day</title><link>https://www.spreaker.com/episode/career-tips-for-women-from-jane-knight-on-international-women-s-day--58968989</link><description><![CDATA[Jane Knight is a leader in the education and employment sector with expertise in women returners, having supported thousands of mums back to work since 2014. In National Careers Week (4-9 March 2024), Jane has wisdom and guidance for jobseekers looking for their next role.Key Considerations When Exploring Career OptionsFirst off, the best piece of advice I can give to job seekers who are exploring career options is to take time to reflect on their past roles. Ask yourself – what things lit up my work days? Make a note of all of the aspects that you enjoyed and challenged you positively. Equally, consider the things that you didn’t like – what made your Friday afternoons feel like the uphill slog of a Monday morning? Noting down your professional highs and lows will help to guide you as you navigate your way through the job market.Now, let’s talk about values. Your work should align with your core beliefs. For example, if integrity, continuous improvement and work-life balance are important to you, then finding an employer who shares the same values and offers transparency, training and flexibility is key. When values are out of alignment, people work with different intentions and with different outcomes. This can damage work relationships, productivity, job satisfaction and creative potential.Your values may also help shape a complete career change. It may be that you value caring for the planet and therefore a career in sustainability is the way forward for you. The sustainability sector is poised for strong growth over the next decade – who knows you could find yourself engineering the next big electric car!Common Pitfalls to AvoidOver the past 10 years, I have supported many women who have fallen foul of the common pitfalls that I am about to outline here. One which I see happening all the time is the pull of returning to the same role or organisation before taking a career break. This is often out of fear of the unknown or trying something new. If your former role wasn’t something you enjoyed consider using your career break as a springboard into something you are passionate about. Your transferable skills are strengths so apply for positions outside of your comfort zone.So, you’re thinking of applying for a job and those around you are dishing out advice left, right and centre, coupled with anecdotes of their own work experiences. While other career advice can be gold, it may be worth taking a step back. Let’s be honest, times have changed. What worked for individuals decades ago, might not be right for you today. Industries evolve, job markets shift and the skills in demand may change due to technological advances. Don’t be swayed by advice based on their career ambitions or the temptation to play things safe.Following someone else’s path might lead you to a destination that doesn’t quite fit. Some might push for stability, but from my experience, happiness should be the ultimate factor to consider.Although it is sometimes necessary, where possible, I would also urge caution when applying for a role purely based on salary. In a world where costs are creeping up and we’re all feeling the pinch, it’s hard not to be tempted by the relatively short-term lure of more money. Think long and hard about whether this role can offer you the progression opportunities, sense of purpose, flexibility and overall workplace well-being you want and deserve. If you find yourself accepting a role solely based on the financials, I’d always advise you to have a long-term plan to move into a job that you will (hopefully) love and will give you more career satisfaction when circumstances allow.Lastly, don’t be hasty to leave a role because you think there are no opportunities or flexibility. Your boss is not a mind reader – if you want to make a change, be brave and make your desires known!Skills Assessment TipsNext up, skills! What are you bringing to the table and what do you want to sharpen? Sometimes it can be hard to personally identify wh...]]></description><guid isPermaLink="false">5zqM0wzQ</guid><pubDate>Fri, 08 Mar 2024 09:25:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58968989/kpyl31fr23ccbnsiaqsofejxfdeokgm3nvpvhbw7.mp3" length="1344384" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/687a82e2-5010-4534-810a-2696805ecda8/687a82e2-5010-4534-810a-2696805ecda8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/687a82e2-5010-4534-810a-2696805ecda8/687a82e2-5010-4534-810a-2696805ecda8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/687a82e2-5010-4534-810a-2696805ecda8/687a82e2-5010-4534-810a-2696805ecda8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Jane Knight is a leader in the education and employment sector with expertise in women returners, having supported thousands of mums back to work since 2014. In National Careers Week (4-9 March 2024), Jane has wisdom and guidance for jobseekers...</itunes:subtitle><itunes:summary><![CDATA[Jane Knight is a leader in the education and employment sector with expertise in women returners, having supported thousands of mums back to work since 2014. In National Careers Week (4-9 March 2024), Jane has wisdom and guidance for jobseekers looking for their next role.Key Considerations When Exploring Career OptionsFirst off, the best piece of advice I can give to job seekers who are exploring career options is to take time to reflect on their past roles. Ask yourself – what things lit up my work days? Make a note of all of the aspects that you enjoyed and challenged you positively. Equally, consider the things that you didn’t like – what made your Friday afternoons feel like the uphill slog of a Monday morning? Noting down your professional highs and lows will help to guide you as you navigate your way through the job market.Now, let’s talk about values. Your work should align with your core beliefs. For example, if integrity, continuous improvement and work-life balance are important to you, then finding an employer who shares the same values and offers transparency, training and flexibility is key. When values are out of alignment, people work with different intentions and with different outcomes. This can damage work relationships, productivity, job satisfaction and creative potential.Your values may also help shape a complete career change. It may be that you value caring for the planet and therefore a career in sustainability is the way forward for you. The sustainability sector is poised for strong growth over the next decade – who knows you could find yourself engineering the next big electric car!Common Pitfalls to AvoidOver the past 10 years, I have supported many women who have fallen foul of the common pitfalls that I am about to outline here. One which I see happening all the time is the pull of returning to the same role or organisation before taking a career break. This is often out of fear of the unknown or trying something new. If your former role wasn’t something you enjoyed consider using your career break as a springboard into something you are passionate about. Your transferable skills are strengths so apply for positions outside of your comfort zone.So, you’re thinking of applying for a job and those around you are dishing out advice left, right and centre, coupled with anecdotes of their own work experiences. While other career advice can be gold, it may be worth taking a step back. Let’s be honest, times have changed. What worked for individuals decades ago, might not be right for you today. Industries evolve, job markets shift and the skills in demand may change due to technological advances. Don’t be swayed by advice based on their career ambitions or the temptation to play things safe.Following someone else’s path might lead you to a destination that doesn’t quite fit. Some might push for stability, but from my experience, happiness should be the ultimate factor to consider.Although it is sometimes necessary, where possible, I would also urge caution when applying for a role purely based on salary. In a world where costs are creeping up and we’re all feeling the pinch, it’s hard not to be tempted by the relatively short-term lure of more money. Think long and hard about whether this role can offer you the progression opportunities, sense of purpose, flexibility and overall workplace well-being you want and deserve. If you find yourself accepting a role solely based on the financials, I’d always advise you to have a long-term plan to move into a job that you will (hopefully) love and will give you more career satisfaction when circumstances allow.Lastly, don’t be hasty to leave a role because you think there are no opportunities or flexibility. Your boss is not a mind reader – if you want to make a change, be brave and make your desires known!Skills Assessment TipsNext up, skills! What are you bringing to the table and what do you want to sharpen? Sometimes it can be hard to personally...]]></itunes:summary><itunes:duration>337</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>What the latest ESFA updates mean for training providers?</title><link>https://www.spreaker.com/episode/what-the-latest-esfa-updates-mean-for-training-providers--58968990</link><description><![CDATA[The latest funding changes in the Education and Skills Funding Agency (ESFA) have been a welcome step in ensuring apprentices are fully supported to complete their apprenticeships and progress in their industry. Here we examine the key changes and what they mean for employers and apprentices.Increase in funding for Functional Skills English and mathsAchieving these qualifications is mandatory for apprentices who previously have not gained maths and English GCSEs.The challenge to providers is how to equip the apprentices with the skills required and the confidence to succeed in subjects that they have previously found challenging. Previous experiences may have caused negative associations with English and maths. Providers need to be ready to explore the reasons why someone may find these subjects difficult and to develop ways to equip their apprentices with the skills and confidence to succeed in them.Fortunately, recent increases in funding for Functional Skills training helps to address some of the challenges in delivering this critical aspect of apprenticeships.Change in certain end-point assessments. Specifically, the change to assessment of Level 3 Early Years Educator Apprenticeship and the increased funding band for the standard. It was previously assessed by a knowledge test and professional discussion underpinned by a portfolio. That knowledge test will be replaced by an observation with questioning. This allows the apprentice to practically demonstrate not only that they have acquired the knowledge, but that they can apply it in context.For an apprenticeship that requires strong practical skills, the reasoning behind the change in assessment is clear, and should give apprentices the confidence to showcase their skills.This new assessment method requires a slightly different approach from providers, who will need to ensure that apprentices are ready for assessment when they complete their practical period of learning. Increased funding will help resource high-quality learning and assessment support to apprentices.Updated Apprenticeship Funding RulesVersion 2, the latest version of the apprenticeship funding rules, brought key changes, including recognising that 16–18-year-olds starting apprenticeships are unlikely to hold relevant prior learning. Providers must check an individual’s prior learning record and discuss their work history for relevant prior learning. Where there is no relevant prior learning and work experience, providers should document this with the employer and no further action is needed. If there is relevant prior learning and work experience, providers can complete the normal skills scan process to determine whether there should be a reduction in price, content and duration.Another update to the rules is the employer needs to sign the updated training plan only when there is one of the following changes:New content is added or removedThe planned learning end date has changedAny replanned off-the-job training, that was missed previously, that now impacts work hours, where the employer will need to release the apprentice from work duties. Preparing for audit. The ESFA audit working papers for 2023 to 2024 contain changes to wording and emphasis to make the expectations clearer to auditors.  However, these and other changes still require a good working knowledge of the funding rules and how to apply them in context to a range of scenarios. Those of us in the sector know of providers that have suffered very high error rates in ESFA audits, in the worst of cases leading to business failure. At Professional Assessment Ltd our audit services are very effective in detecting errors and supporting providers in implementing controls to prevent recurrence.While some of these changes may look minimal on the surface, these step changes can both make running apprenticeships easier, or cause pitfalls at audit if ignored. By continuing to provide funding updates and clarifications, the apprenticeship industry in the...]]></description><guid isPermaLink="false">q9YjaEze</guid><pubDate>Fri, 08 Mar 2024 09:23:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58968990/w1qvts143q8m093t3gjmt1lizd0xxzlujp424pgb.mp3" length="956160" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4a3c83c8-2079-4f16-a24e-fca25c155cc8/4a3c83c8-2079-4f16-a24e-fca25c155cc8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4a3c83c8-2079-4f16-a24e-fca25c155cc8/4a3c83c8-2079-4f16-a24e-fca25c155cc8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4a3c83c8-2079-4f16-a24e-fca25c155cc8/4a3c83c8-2079-4f16-a24e-fca25c155cc8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The latest funding changes in the Education and Skills Funding Agency (ESFA) have been a welcome step in ensuring apprentices are fully supported to complete their apprenticeships and progress in their industry. Here we examine the key changes and...</itunes:subtitle><itunes:summary><![CDATA[The latest funding changes in the Education and Skills Funding Agency (ESFA) have been a welcome step in ensuring apprentices are fully supported to complete their apprenticeships and progress in their industry. Here we examine the key changes and what they mean for employers and apprentices.Increase in funding for Functional Skills English and mathsAchieving these qualifications is mandatory for apprentices who previously have not gained maths and English GCSEs.The challenge to providers is how to equip the apprentices with the skills required and the confidence to succeed in subjects that they have previously found challenging. Previous experiences may have caused negative associations with English and maths. Providers need to be ready to explore the reasons why someone may find these subjects difficult and to develop ways to equip their apprentices with the skills and confidence to succeed in them.Fortunately, recent increases in funding for Functional Skills training helps to address some of the challenges in delivering this critical aspect of apprenticeships.Change in certain end-point assessments. Specifically, the change to assessment of Level 3 Early Years Educator Apprenticeship and the increased funding band for the standard. It was previously assessed by a knowledge test and professional discussion underpinned by a portfolio. That knowledge test will be replaced by an observation with questioning. This allows the apprentice to practically demonstrate not only that they have acquired the knowledge, but that they can apply it in context.For an apprenticeship that requires strong practical skills, the reasoning behind the change in assessment is clear, and should give apprentices the confidence to showcase their skills.This new assessment method requires a slightly different approach from providers, who will need to ensure that apprentices are ready for assessment when they complete their practical period of learning. Increased funding will help resource high-quality learning and assessment support to apprentices.Updated Apprenticeship Funding RulesVersion 2, the latest version of the apprenticeship funding rules, brought key changes, including recognising that 16–18-year-olds starting apprenticeships are unlikely to hold relevant prior learning. Providers must check an individual’s prior learning record and discuss their work history for relevant prior learning. Where there is no relevant prior learning and work experience, providers should document this with the employer and no further action is needed. If there is relevant prior learning and work experience, providers can complete the normal skills scan process to determine whether there should be a reduction in price, content and duration.Another update to the rules is the employer needs to sign the updated training plan only when there is one of the following changes:New content is added or removedThe planned learning end date has changedAny replanned off-the-job training, that was missed previously, that now impacts work hours, where the employer will need to release the apprentice from work duties. Preparing for audit. The ESFA audit working papers for 2023 to 2024 contain changes to wording and emphasis to make the expectations clearer to auditors.  However, these and other changes still require a good working knowledge of the funding rules and how to apply them in context to a range of scenarios. Those of us in the sector know of providers that have suffered very high error rates in ESFA audits, in the worst of cases leading to business failure. At Professional Assessment Ltd our audit services are very effective in detecting errors and supporting providers in implementing controls to prevent recurrence.While some of these changes may look minimal on the surface, these step changes can both make running apprenticeships easier, or cause pitfalls at audit if ignored. By continuing to provide funding updates and clarifications, the apprenticeship industry in...]]></itunes:summary><itunes:duration>240</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>bonus</itunes:episodeType></item><item><title>Rob Halfon’s Three Priorities For Good Careers Guidance</title><link>https://www.spreaker.com/episode/rob-halfon-s-three-priorities-for-good-careers-guidance--58968988</link><description><![CDATA[In this article, Skills Minister Rob Halfon emphasises the importance of careers guidance in empowering individuals and building a skilled workforce. He discusses the importance of starting early in schools, building a coherent careers system, raising awareness of apprenticeships and T Levels, supporting adults, and promoting green careers.This National Careers Week, I want to highlight the tremendous boost that good careers advice can give to a person’s future – whatever their stage in life.My three priorities for good careers guidance are a focus on skills training and work experience; a single, unified careers system; and prioritising social justiceFirst Priority: The Importance of Careers Advice in SchoolsOf course, it’s best to start early. Good careers advice at school forms the first rung of the Ladder of Opportunity, beginning a young person’s journey to good employment.Schools’ provisions should uphold my first priority to focus on skills training and work experience.    I am determined that their careers offers should always include these options so that children know there is more than one route to a great career.That is why we strengthened the provider access legislation, known as the Baker Clause, in the Skills and Post-16 Education Act in 2022. We now stipulate that every school must provide pupils with a minimum of six education and training provider encounters, so they can build their understanding of what technical routes offer.Second Priority: Building a Coherent Careers SystemMy second priority has been to lay the foundations of a coherent careers system, with strong collaboration between educators, training providers and employers. Over 95% of schools and colleges are now part of The Careers &amp; Enterprise Company’s Careers Hubs network, working with almost 400 major employers. I’ve met with Sir Martyn Oliver since he was appointed the new Chief Inspector of Ofsted, and he supports this movement to make sure careers education fully educates pupils on all their options.Raising Awareness of Apprenticeships and T LevelsPart of the battle is raising awareness of what’s on offer so that young people aren’t given a false, binary choice of work or university. Our ASK programme is raising older pupils’ awareness of the benefits of apprenticeships and T Levels. It’s available nationwide but focuses on disadvantaged areas – places where these opportunities could make the most difference. It had 625,000 interactions with young people in over 2,400 schools in 2022/23. It also reached over 45,000 parents and carers – who need to understand the value of apprenticeships and skills as much as their school-age children.Presenting Academic and Technical Choices Side by SideAs pupils finish school, they must see academic and technical choices side by side, so they can compare courses and consider what would best suit them.Although it’s primarily known for university admissions, UCAS shares my mission to promote all of the options available to 18-year-olds. Subject searches in the UCAS Hub now display relevant apprenticeships alongside degree courses. Search results show affordability, duration of training or study required, as well as likely career outcomes. From September this year, young people will be able to apply for apprenticeships via the UCAS Hub, making it a comprehensive gateway to post-16 options.Third Priority: Supporting Adults in Their Career ChoicesCareers guidance is key to considering career options in later life. In this dynamic job market, there are lots of employers, in emerging and established industries, that are desperate for people with the right skills training.A single, unified careers system must successfully support adults as well as young people. It also needs to prioritise social justice – my third priority. This means making sure that the system’s provision reaches those who most need the opportunity to train to improve their job prospects.The National Careers Service helps people to consider...]]></description><guid isPermaLink="false">axyNV69K</guid><pubDate>Fri, 08 Mar 2024 09:22:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58968988/i6cc8sdru9kq8piqcfsa3bu5u9w1fnb03efzr5ok.mp3" length="1373472" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a42dac18-ffe7-4bbd-82e7-6048024a5174/a42dac18-ffe7-4bbd-82e7-6048024a5174.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a42dac18-ffe7-4bbd-82e7-6048024a5174/a42dac18-ffe7-4bbd-82e7-6048024a5174.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a42dac18-ffe7-4bbd-82e7-6048024a5174/a42dac18-ffe7-4bbd-82e7-6048024a5174.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Skills Minister Rob Halfon emphasises the importance of careers guidance in empowering individuals and building a skilled workforce. He discusses the importance of starting early in schools, building a coherent careers system, raising...</itunes:subtitle><itunes:summary><![CDATA[In this article, Skills Minister Rob Halfon emphasises the importance of careers guidance in empowering individuals and building a skilled workforce. He discusses the importance of starting early in schools, building a coherent careers system, raising awareness of apprenticeships and T Levels, supporting adults, and promoting green careers.This National Careers Week, I want to highlight the tremendous boost that good careers advice can give to a person’s future – whatever their stage in life.My three priorities for good careers guidance are a focus on skills training and work experience; a single, unified careers system; and prioritising social justiceFirst Priority: The Importance of Careers Advice in SchoolsOf course, it’s best to start early. Good careers advice at school forms the first rung of the Ladder of Opportunity, beginning a young person’s journey to good employment.Schools’ provisions should uphold my first priority to focus on skills training and work experience.    I am determined that their careers offers should always include these options so that children know there is more than one route to a great career.That is why we strengthened the provider access legislation, known as the Baker Clause, in the Skills and Post-16 Education Act in 2022. We now stipulate that every school must provide pupils with a minimum of six education and training provider encounters, so they can build their understanding of what technical routes offer.Second Priority: Building a Coherent Careers SystemMy second priority has been to lay the foundations of a coherent careers system, with strong collaboration between educators, training providers and employers. Over 95% of schools and colleges are now part of The Careers &amp; Enterprise Company’s Careers Hubs network, working with almost 400 major employers. I’ve met with Sir Martyn Oliver since he was appointed the new Chief Inspector of Ofsted, and he supports this movement to make sure careers education fully educates pupils on all their options.Raising Awareness of Apprenticeships and T LevelsPart of the battle is raising awareness of what’s on offer so that young people aren’t given a false, binary choice of work or university. Our ASK programme is raising older pupils’ awareness of the benefits of apprenticeships and T Levels. It’s available nationwide but focuses on disadvantaged areas – places where these opportunities could make the most difference. It had 625,000 interactions with young people in over 2,400 schools in 2022/23. It also reached over 45,000 parents and carers – who need to understand the value of apprenticeships and skills as much as their school-age children.Presenting Academic and Technical Choices Side by SideAs pupils finish school, they must see academic and technical choices side by side, so they can compare courses and consider what would best suit them.Although it’s primarily known for university admissions, UCAS shares my mission to promote all of the options available to 18-year-olds. Subject searches in the UCAS Hub now display relevant apprenticeships alongside degree courses. Search results show affordability, duration of training or study required, as well as likely career outcomes. From September this year, young people will be able to apply for apprenticeships via the UCAS Hub, making it a comprehensive gateway to post-16 options.Third Priority: Supporting Adults in Their Career ChoicesCareers guidance is key to considering career options in later life. In this dynamic job market, there are lots of employers, in emerging and established industries, that are desperate for people with the right skills training.A single, unified careers system must successfully support adults as well as young people. It also needs to prioritise social justice – my third priority. This means making sure that the system’s provision reaches those who most need the opportunity to train to improve their job prospects.The National Careers Service helps people to...]]></itunes:summary><itunes:duration>344</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Investing in Careers and Decent Work: A Crucial Step Towards Building an Inclusive Society</title><link>https://www.spreaker.com/episode/investing-in-careers-and-decent-work-a-crucial-step-towards-building-an-inclusive-society--58956904</link><description><![CDATA[Introduction. Amid a worsening public sector crisis and significant skills shortages across key sectors in the UK, hopes of many professions and organisations rested on today’s announcements by the Chancellor. Within the budget, only 8 specific mentions of skills were made. Examples include ensuring the NHS workforce has the necessary skills to train an additional 6,000 midwives and double the number of clinical staff. Additionally, there is a plan to double the size of the AI incubator team to attract top technology professionals to enhance public sector and AI services. Moreover, £3m is committed to matching industry-led funding for a skills and education program to attract more people to roles as local planners in planning authorities. Finally, tax-deductibility of training and skills development costs for sole traders and the self-employed was also mentioned.It’s imperative to acknowledge the tireless efforts of career advisers and teachers who, despite many daunting challenges, persist in offering vital career support to young people and adults, especially those most vulnerable. To tackle skills shortages, citizens need easy access to career guidance and signposting to suitable opportunities.The Decline of Career Advisers and the Central Focus on Teachers. Over the last decade, career advisers in England (professionally trained and qualified) have significantly diminished in numbers. There is evidence of lower salaries, precarious contracts (e.g., short-term, term-time only) and people leaving the profession (Careers England, 2022). The irony is that if ever there was a time when career advisers were needed in local communities, the time is now!  Teachers have become the central focus of efforts to develop careers in schools. Teacher training has been funded/supported by the Career and Enterprise Company (CEC) with a £1,000 grant to schools that complete Careers Leader accredited or non-accredited training, but no funding has been made available to schools for pay for impartial careers advisers’ salaries.  A new OECD report 2024, highlights PISA data that shows across the OECD it is more common for students who attend schools with fellow students from high socio-economic status backgrounds to have access to career counsellors within their school.  Dr Chris Percy, a highly respected economist, shows that at a typical direct cost of £80 per young person for two interviews during secondary education, career guidance (reframed as personal guidance by the Gatsby Foundation) is highly likely to be a net positive investment for the Exchequer. Using valuations by government-commissioned studies, breakeven is achieved if – for instance – one in 500 secondary school students were prevented from becoming NEET before the age of 18 or one in 1800 were prevented from dropping out of Higher Education.  Resources, AI, and the Challenges of Changing Careers. During National Careers Week, organisations like BBC Bitesize Careers along with many others are providing valuable resources to inspire young people. These resources help them learn from others and find opportunities that align with their talents, interests and skills. Advances are also being made in the use of artificial intelligence (AI) to support career exploration 24:7.  Today, the stark reality is a third of adults (34%) want to change careers (Learning &amp; Work Institute), yet only 16% of respondents understand exactly how their skills would be useful in another career. Many people lack the confidence and ‘know-how’ when it comes to changing careers.  On a recent 10-day holiday, three people without any prompt shared their stories of how (i) they hate their job; (ii) they are worried about their children in their mid-twenties trapped in low-paid work, despite having obtained a higher education degree; and (iii) the mental health and wellbeing of individuals in their families who are struggling to find well-paid work are of major concern. Does this resonate with you? The Impo...]]></description><guid isPermaLink="false">39DlMv91</guid><pubDate>Thu, 07 Mar 2024 11:26:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58956904/x4ng5mcdv6goxpqcioblhezyxyfqoqgp4okdgu2j.mp3" length="1982592" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4bdfd-4173-48b1-939c-b749b0f0175f/4cc4bdfd-4173-48b1-939c-b749b0f0175f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4bdfd-4173-48b1-939c-b749b0f0175f/4cc4bdfd-4173-48b1-939c-b749b0f0175f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4bdfd-4173-48b1-939c-b749b0f0175f/4cc4bdfd-4173-48b1-939c-b749b0f0175f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Introduction. Amid a worsening public sector crisis and significant skills shortages across key sectors in the UK, hopes of many professions and organisations rested on today’s announcements by the Chancellor. Within the budget, only 8 specific...</itunes:subtitle><itunes:summary><![CDATA[Introduction. Amid a worsening public sector crisis and significant skills shortages across key sectors in the UK, hopes of many professions and organisations rested on today’s announcements by the Chancellor. Within the budget, only 8 specific mentions of skills were made. Examples include ensuring the NHS workforce has the necessary skills to train an additional 6,000 midwives and double the number of clinical staff. Additionally, there is a plan to double the size of the AI incubator team to attract top technology professionals to enhance public sector and AI services. Moreover, £3m is committed to matching industry-led funding for a skills and education program to attract more people to roles as local planners in planning authorities. Finally, tax-deductibility of training and skills development costs for sole traders and the self-employed was also mentioned.It’s imperative to acknowledge the tireless efforts of career advisers and teachers who, despite many daunting challenges, persist in offering vital career support to young people and adults, especially those most vulnerable. To tackle skills shortages, citizens need easy access to career guidance and signposting to suitable opportunities.The Decline of Career Advisers and the Central Focus on Teachers. Over the last decade, career advisers in England (professionally trained and qualified) have significantly diminished in numbers. There is evidence of lower salaries, precarious contracts (e.g., short-term, term-time only) and people leaving the profession (Careers England, 2022). The irony is that if ever there was a time when career advisers were needed in local communities, the time is now!  Teachers have become the central focus of efforts to develop careers in schools. Teacher training has been funded/supported by the Career and Enterprise Company (CEC) with a £1,000 grant to schools that complete Careers Leader accredited or non-accredited training, but no funding has been made available to schools for pay for impartial careers advisers’ salaries.  A new OECD report 2024, highlights PISA data that shows across the OECD it is more common for students who attend schools with fellow students from high socio-economic status backgrounds to have access to career counsellors within their school.  Dr Chris Percy, a highly respected economist, shows that at a typical direct cost of £80 per young person for two interviews during secondary education, career guidance (reframed as personal guidance by the Gatsby Foundation) is highly likely to be a net positive investment for the Exchequer. Using valuations by government-commissioned studies, breakeven is achieved if – for instance – one in 500 secondary school students were prevented from becoming NEET before the age of 18 or one in 1800 were prevented from dropping out of Higher Education.  Resources, AI, and the Challenges of Changing Careers. During National Careers Week, organisations like BBC Bitesize Careers along with many others are providing valuable resources to inspire young people. These resources help them learn from others and find opportunities that align with their talents, interests and skills. Advances are also being made in the use of artificial intelligence (AI) to support career exploration 24:7.  Today, the stark reality is a third of adults (34%) want to change careers (Learning &amp; Work Institute), yet only 16% of respondents understand exactly how their skills would be useful in another career. Many people lack the confidence and ‘know-how’ when it comes to changing careers.  On a recent 10-day holiday, three people without any prompt shared their stories of how (i) they hate their job; (ii) they are worried about their children in their mid-twenties trapped in low-paid work, despite having obtained a higher education degree; and (iii) the mental health and wellbeing of individuals in their families who are struggling to find well-paid work are of major concern. Does this resonate with you? The...]]></itunes:summary><itunes:duration>496</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>What will the further education teaching mission be in the future?</title><link>https://www.spreaker.com/episode/what-will-the-further-education-teaching-mission-be-in-the-future--58956903</link><description><![CDATA[In this article, Ben, Simon and Rayhaan discuss the future of teaching in further education and the opportunities and challenges that digital and online learning bring. They explain the need to balance improved in-person learning with online options and outline strategies for success in a world increasingly driven by lifelong learning.While the pandemic forced an overnight change in the delivery of university and further education (FE) teaching, in many ways it simply turbocharged an existing shift toward digital learning, which caused many students and institutions to question how and where learning should take place.This rebalancing is still playing out, driving innovation in course delivery against a backdrop of a greater focus on improving the quality of in-person learning, lifelong learning, and non-traditional teaching options. Looking forward, this article focuses on the trends driving the sector and outlines potential options for the future of FE and HE institutions.The rise of digital learningThe rise of digital learning, breakthroughs in artificial intelligence (AI), and the growth of commoditised online courses from nontraditional providers increase pressure on educational institutions. They must deliver quality differentiated teaching to a wider range of students who are looking to invest in lifelong learning and build skills over a longer (or shorter) period than traditional courses. Student needs are changing, and they increasingly demand a return on the time and money they invest in tuition.This means that individual institutions need to make strategic decisions around their future. They need to embrace changes in both how they are structured and how they operate and teach, based on understanding these seven factors:1. Quality contact time vs. Commoditised learning environments. Since the pandemic required institutions to go digital for lectures, seminars, and other learning experiences, there has been a reluctance from academics and students to fully return to in-person instruction.While delivering courses digitally enables institutions to scale up the number of students they can teach (thereby increasing revenue), it also brings challenges. It increases competition from around the globe and can impact teaching quality when it minimises in-person contact time. To avoid this, many institutions are looking at “flipped” classrooms: lecture content delivered online but with greater efforts placed on highly interactive tutorials delivered to small groups.2. AI’s impact on student experience &amp; learning. Educators clearly cannot ignore the AI-sized elephant in the room. Students have more capability at their fingertips than ever before, not just around access to information, but through access to generative AI technologies such as ChatGPT and the underlying technology of large language models (LLMs). This will continue to develop at a pace that will inevitably feel unpredictable and difficult for institutions to manage.The initial response has now evolved into more nuanced approaches to AI in a number of the leading universities. However, this changing, AI-driven world requires institutions to build critical thinking skills in all students and teach them ethical ways of working that set sensible boundaries for utilising AI in the classroom. Working with AI tools will be an expected skill set of graduates, much like data analysis in spreadsheet software or research skills beyond Googling. Learning to challenge easy answers and AI-generated arguments is what will set the best students apart in the future.The new reality of LLMs increases the need for universities to provide personalised and experiential learning, with the student at the centre of the learning environment, developing skills and knowledge in ways that (currently, at least) can’t be outsourced to AI. An experiential learning environment leaves little room to hide for a student who is overly reliant on hands-off tools to research and make decisions.3. B...]]></description><guid isPermaLink="false">5L3k6VL2</guid><pubDate>Thu, 07 Mar 2024 11:24:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58956903/rkzxpcqyktdtmxatanu6thohybnmneimq0m6iuk7.mp3" length="3055008" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c7a9134-b3a9-4f01-a8b1-103c1942db30/0c7a9134-b3a9-4f01-a8b1-103c1942db30.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c7a9134-b3a9-4f01-a8b1-103c1942db30/0c7a9134-b3a9-4f01-a8b1-103c1942db30.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c7a9134-b3a9-4f01-a8b1-103c1942db30/0c7a9134-b3a9-4f01-a8b1-103c1942db30.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Ben, Simon and Rayhaan discuss the future of teaching in further education and the opportunities and challenges that digital and online learning bring. They explain the need to balance improved in-person learning with online options...</itunes:subtitle><itunes:summary><![CDATA[In this article, Ben, Simon and Rayhaan discuss the future of teaching in further education and the opportunities and challenges that digital and online learning bring. They explain the need to balance improved in-person learning with online options and outline strategies for success in a world increasingly driven by lifelong learning.While the pandemic forced an overnight change in the delivery of university and further education (FE) teaching, in many ways it simply turbocharged an existing shift toward digital learning, which caused many students and institutions to question how and where learning should take place.This rebalancing is still playing out, driving innovation in course delivery against a backdrop of a greater focus on improving the quality of in-person learning, lifelong learning, and non-traditional teaching options. Looking forward, this article focuses on the trends driving the sector and outlines potential options for the future of FE and HE institutions.The rise of digital learningThe rise of digital learning, breakthroughs in artificial intelligence (AI), and the growth of commoditised online courses from nontraditional providers increase pressure on educational institutions. They must deliver quality differentiated teaching to a wider range of students who are looking to invest in lifelong learning and build skills over a longer (or shorter) period than traditional courses. Student needs are changing, and they increasingly demand a return on the time and money they invest in tuition.This means that individual institutions need to make strategic decisions around their future. They need to embrace changes in both how they are structured and how they operate and teach, based on understanding these seven factors:1. Quality contact time vs. Commoditised learning environments. Since the pandemic required institutions to go digital for lectures, seminars, and other learning experiences, there has been a reluctance from academics and students to fully return to in-person instruction.While delivering courses digitally enables institutions to scale up the number of students they can teach (thereby increasing revenue), it also brings challenges. It increases competition from around the globe and can impact teaching quality when it minimises in-person contact time. To avoid this, many institutions are looking at “flipped” classrooms: lecture content delivered online but with greater efforts placed on highly interactive tutorials delivered to small groups.2. AI’s impact on student experience &amp; learning. Educators clearly cannot ignore the AI-sized elephant in the room. Students have more capability at their fingertips than ever before, not just around access to information, but through access to generative AI technologies such as ChatGPT and the underlying technology of large language models (LLMs). This will continue to develop at a pace that will inevitably feel unpredictable and difficult for institutions to manage.The initial response has now evolved into more nuanced approaches to AI in a number of the leading universities. However, this changing, AI-driven world requires institutions to build critical thinking skills in all students and teach them ethical ways of working that set sensible boundaries for utilising AI in the classroom. Working with AI tools will be an expected skill set of graduates, much like data analysis in spreadsheet software or research skills beyond Googling. Learning to challenge easy answers and AI-generated arguments is what will set the best students apart in the future.The new reality of LLMs increases the need for universities to provide personalised and experiential learning, with the student at the centre of the learning environment, developing skills and knowledge in ways that (currently, at least) can’t be outsourced to AI. An experiential learning environment leaves little room to hide for a student who is overly reliant on hands-off tools to research and make...]]></itunes:summary><itunes:duration>764</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>CareersGPT: How AI Could Impact Our Professional Lives</title><link>https://www.spreaker.com/episode/careersgpt-how-ai-could-impact-our-professional-lives--58942199</link><description><![CDATA[Registered Career Development Professional, Chris Webb, reflects on what it means for young people to prepare for a world of work where Generative AI technology is changing the landscape so rapidly, and the steps individuals can take right now to better understand how GenAI could augment their future career pathways. Since the public launch of ChatGPT in November 2022, it feels as though wherever you move in the online space, there is a blog, comment thread or thought piece on the subject of Generative Artificial Intelligence (GenAI) and how it is potentially going to impact the world of work, and society in general. And if you thought the hype around GenAI might be dying down after its breakout year in 2023, think again – in the first few months of 2024 alone, there has been a glut of massive AI stories in the news, from OpenAI CEO Sam Altman’s proposed $7 trillion (yes, TRILLION) funding round for AI microchip production, to current chipmaker Nvidia’s frankly outrageous recent profit increases, and the already staggering ‘needle-in-a-haystack’ analysis and text-to-video generation capabilities of Google Gemini 1.5 (which is also making the news for some of the wrong reasons…) and OpenAI’s Sora (see video below for an example of the mind-blowing potential of this technology): Given the dizzying speed of developments in the GenAI space and the speculative nature of reports that attempt to predict the impact of the technology on job creation and displacement, it is hardly surprising that there are varying levels of comfort amongst young people when it comes to using AI tools – as this recent report from Handshake, entitled Early Talent Career Influences in the AI Age (which draws on research from Savanta undertaken between October and November 2023, encompassing 2066 responses from students and graduates aged 18-28, based in the UK) notes, although 29% of respondents reflected that they were already using AI for a variety of purposes (including for research assistance, generating ideas and preparing for job interviews), many individuals were worried about the impact that GenAI could have on their careers (54%) and there is evidence of hesitation in terms of both use of AI technology and disclosing the use of these tools with educational establishments and employers. What the report reflects most clearly is that there is a widespread understanding amongst respondents that GenAI technology is certainly going to have an impact on their professional lives, even if they are not 100% sure what this might look like in practice (and really, do any of us?!) With reports like the Unit for Future Skills ‘The impact of AI on UK jobs and training’ challenging us to consider exactly how ‘exposed’ some jobs might be to GenAI technology in comparison to others, it raises the important question of how we encourage and support students and young professionals to consider their future career development in the context of rapid technological change. As a careers professional, this is a question I discuss regularly with students, graduates, colleagues, employers and other stakeholders, and while the suggestions below for how young people can reflect meaningfully on how GenAI may impact their careers certainly reference AI technology, in this instance the words are 100% human-generated (for transparency!): Don’t (just) Believe the Hype  We live in an era of ‘clickbait’ headlines and sadly, some of the news and content regarding GenAI that can be found via mainstream and social media can often be characterised as such, with Elon Musk’s prediction that AI technology could mean ‘the end of work’ for most people just one high-profile example. As with the widely critiqued estimate from a 2017 Dell / Institute for the Future report that ‘85% of the jobs that today’s learners will be doing in 2030 haven’t been invented yet’, while there is plenty of speculation around GenAI, in terms of how many jobs it will potentially create or take away, at present a lo...]]></description><guid isPermaLink="false">Zx5m2gxP</guid><pubDate>Wed, 06 Mar 2024 09:08:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58942199/movwsrmuebnifbf0ahxtlb63vksvi9uailvmdtki.mp3" length="2355264" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91c774d8-491d-4563-b44e-3f29fe26e430/91c774d8-491d-4563-b44e-3f29fe26e430.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91c774d8-491d-4563-b44e-3f29fe26e430/91c774d8-491d-4563-b44e-3f29fe26e430.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91c774d8-491d-4563-b44e-3f29fe26e430/91c774d8-491d-4563-b44e-3f29fe26e430.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Registered Career Development Professional, Chris Webb, reflects on what it means for young people to prepare for a world of work where Generative AI technology is changing the landscape so rapidly, and the steps individuals can take right now to...</itunes:subtitle><itunes:summary><![CDATA[Registered Career Development Professional, Chris Webb, reflects on what it means for young people to prepare for a world of work where Generative AI technology is changing the landscape so rapidly, and the steps individuals can take right now to better understand how GenAI could augment their future career pathways. Since the public launch of ChatGPT in November 2022, it feels as though wherever you move in the online space, there is a blog, comment thread or thought piece on the subject of Generative Artificial Intelligence (GenAI) and how it is potentially going to impact the world of work, and society in general. And if you thought the hype around GenAI might be dying down after its breakout year in 2023, think again – in the first few months of 2024 alone, there has been a glut of massive AI stories in the news, from OpenAI CEO Sam Altman’s proposed $7 trillion (yes, TRILLION) funding round for AI microchip production, to current chipmaker Nvidia’s frankly outrageous recent profit increases, and the already staggering ‘needle-in-a-haystack’ analysis and text-to-video generation capabilities of Google Gemini 1.5 (which is also making the news for some of the wrong reasons…) and OpenAI’s Sora (see video below for an example of the mind-blowing potential of this technology): Given the dizzying speed of developments in the GenAI space and the speculative nature of reports that attempt to predict the impact of the technology on job creation and displacement, it is hardly surprising that there are varying levels of comfort amongst young people when it comes to using AI tools – as this recent report from Handshake, entitled Early Talent Career Influences in the AI Age (which draws on research from Savanta undertaken between October and November 2023, encompassing 2066 responses from students and graduates aged 18-28, based in the UK) notes, although 29% of respondents reflected that they were already using AI for a variety of purposes (including for research assistance, generating ideas and preparing for job interviews), many individuals were worried about the impact that GenAI could have on their careers (54%) and there is evidence of hesitation in terms of both use of AI technology and disclosing the use of these tools with educational establishments and employers. What the report reflects most clearly is that there is a widespread understanding amongst respondents that GenAI technology is certainly going to have an impact on their professional lives, even if they are not 100% sure what this might look like in practice (and really, do any of us?!) With reports like the Unit for Future Skills ‘The impact of AI on UK jobs and training’ challenging us to consider exactly how ‘exposed’ some jobs might be to GenAI technology in comparison to others, it raises the important question of how we encourage and support students and young professionals to consider their future career development in the context of rapid technological change. As a careers professional, this is a question I discuss regularly with students, graduates, colleagues, employers and other stakeholders, and while the suggestions below for how young people can reflect meaningfully on how GenAI may impact their careers certainly reference AI technology, in this instance the words are 100% human-generated (for transparency!): Don’t (just) Believe the Hype  We live in an era of ‘clickbait’ headlines and sadly, some of the news and content regarding GenAI that can be found via mainstream and social media can often be characterised as such, with Elon Musk’s prediction that AI technology could mean ‘the end of work’ for most people just one high-profile example. As with the widely critiqued estimate from a 2017 Dell / Institute for the Future report that ‘85% of the jobs that today’s learners will be doing in 2030 haven’t been invented yet’, while there is plenty of speculation around GenAI, in terms of how many jobs it will potentially create or take away, at present...]]></itunes:summary><itunes:duration>589</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Top 5 Tips To Access The Career You Want</title><link>https://www.spreaker.com/episode/top-5-tips-to-access-the-career-you-want--58929559</link><description><![CDATA[Kim Morton, Learning Experience Manager at The Skills Network, gives her top tips to help people find the job that could help transform their career in FE this National Careers Week.As we enter National Careers Week, it’s the perfect time to take stock of where you are in your career and where you want your next career step to take you.As a Learning Experience Manager at The Skills Network, the largest online learning provider in the UK, I have the privilege of leading a team which helps people every day in navigating those exciting choices – hopefully helping them make their dreams a reality.My true passion is supporting others, and being able to offer free advice to all our learners – whether they are individuals accessing our fully online courses and accredited qualifications, or people coming through our bespoke Skills Bootcamps looking to build their employability skills – is often a small but important link in the process of finding the right job to fit a person and their aspirations.No two people are the same and my first step is usually to speak to the learners to understand what motivates them and what potential career they are hoping for – that way we can give them bespoke advice which will really work for them.It’s important to remember that we don’t just work with young people coming out of school and college, but also adult learners who have many years’ experience in the workplace, who decide they want a change of career.The Covid pandemic saw many changes in the way people work. More than ever people can work more flexibly, often from home, and as a result have more time for other things such as family and hobbies, giving people a better work-life balance.Also the pandemic helped people re-evaluate what was important to them. Many of the people I work with already have existing careers but want to make the leap to something new – for example, recently I worked with a teacher who decided to do a Skills Bootcamp to obtain greater digital skills and IT infrastructure knowledge so they could branch out into wider e-learner development roles within education.We cannot have a ‘one-size-fits-all’ approach to career advice and career advancement, but there are some simple tips I can give you today which might help you in planning your next career move.My top tips:Make sure your CV reflects your key skills and experience – and quickly sets out who you are and what you offerA good CV can make the difference between getting an interview and your application ending up in the bin. Remember that if an employer has hundreds of job applications to sift through that you want yours to stand out for all the right reasons. It’s no use having all the skills and experience in the world, if you’ve tucked that information on page 3 of your CV, under your GCSE results from 25 years ago. Be concise and put the most relevant information near the top!2. Transferable skills are key. Try and make your previous experience support the role you are applying for. You probably have lots of transferable skills that will work in a new working environment, so have a think about how roles you have done in the past (both in the workplace and in your personal life) and see how you can apply those learnings in a new setting. For example, you might be applying for an office job but have 20 years’ experience as a builder – if you used Microsoft Office programmes to do your accounts and send out letters to customers, this might be a really important skill to flag up in your application. Don’t expect employers to assume you have knowledge or expertise, if you don’t mention it!3. Tailor your cover letter to the job you are applying for – and to the employer who will read itAlongside having a great CV that stands out, make sure your cover letter talks specifically about the role you are applying for and why you feel you are the perfect candidate for job. Whilst it might feel time consuming to tailor each and every job application you send off, it probably is w...]]></description><guid isPermaLink="false">ALOmEm9v</guid><pubDate>Tue, 05 Mar 2024 08:56:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58929559/bqeqnyz9yz8dlwswiwizreiknttzdrcfn7vanqmy.mp3" length="1323072" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87922997-e37e-4204-be43-f66146f9f456/87922997-e37e-4204-be43-f66146f9f456.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87922997-e37e-4204-be43-f66146f9f456/87922997-e37e-4204-be43-f66146f9f456.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87922997-e37e-4204-be43-f66146f9f456/87922997-e37e-4204-be43-f66146f9f456.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Kim Morton, Learning Experience Manager at The Skills Network, gives her top tips to help people find the job that could help transform their career in FE this National Careers Week.As we enter National Careers Week, it’s the perfect time to take...</itunes:subtitle><itunes:summary><![CDATA[Kim Morton, Learning Experience Manager at The Skills Network, gives her top tips to help people find the job that could help transform their career in FE this National Careers Week.As we enter National Careers Week, it’s the perfect time to take stock of where you are in your career and where you want your next career step to take you.As a Learning Experience Manager at The Skills Network, the largest online learning provider in the UK, I have the privilege of leading a team which helps people every day in navigating those exciting choices – hopefully helping them make their dreams a reality.My true passion is supporting others, and being able to offer free advice to all our learners – whether they are individuals accessing our fully online courses and accredited qualifications, or people coming through our bespoke Skills Bootcamps looking to build their employability skills – is often a small but important link in the process of finding the right job to fit a person and their aspirations.No two people are the same and my first step is usually to speak to the learners to understand what motivates them and what potential career they are hoping for – that way we can give them bespoke advice which will really work for them.It’s important to remember that we don’t just work with young people coming out of school and college, but also adult learners who have many years’ experience in the workplace, who decide they want a change of career.The Covid pandemic saw many changes in the way people work. More than ever people can work more flexibly, often from home, and as a result have more time for other things such as family and hobbies, giving people a better work-life balance.Also the pandemic helped people re-evaluate what was important to them. Many of the people I work with already have existing careers but want to make the leap to something new – for example, recently I worked with a teacher who decided to do a Skills Bootcamp to obtain greater digital skills and IT infrastructure knowledge so they could branch out into wider e-learner development roles within education.We cannot have a ‘one-size-fits-all’ approach to career advice and career advancement, but there are some simple tips I can give you today which might help you in planning your next career move.My top tips:Make sure your CV reflects your key skills and experience – and quickly sets out who you are and what you offerA good CV can make the difference between getting an interview and your application ending up in the bin. Remember that if an employer has hundreds of job applications to sift through that you want yours to stand out for all the right reasons. It’s no use having all the skills and experience in the world, if you’ve tucked that information on page 3 of your CV, under your GCSE results from 25 years ago. Be concise and put the most relevant information near the top!2. Transferable skills are key. Try and make your previous experience support the role you are applying for. You probably have lots of transferable skills that will work in a new working environment, so have a think about how roles you have done in the past (both in the workplace and in your personal life) and see how you can apply those learnings in a new setting. For example, you might be applying for an office job but have 20 years’ experience as a builder – if you used Microsoft Office programmes to do your accounts and send out letters to customers, this might be a really important skill to flag up in your application. Don’t expect employers to assume you have knowledge or expertise, if you don’t mention it!3. Tailor your cover letter to the job you are applying for – and to the employer who will read itAlongside having a great CV that stands out, make sure your cover letter talks specifically about the role you are applying for and why you feel you are the perfect candidate for job. Whilst it might feel time consuming to tailor each and every job application you send off, it probably...]]></itunes:summary><itunes:duration>331</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Diversifying entry routes into professional careers like marketing</title><link>https://www.spreaker.com/episode/diversifying-entry-routes-into-professional-careers-like-marketing--58929562</link><description><![CDATA[Mischa McInerney, Chief Marketing Officer at the Digital Marketing Institute explores the diverse opportunities available to aspiring professionals looking to enter a career like marketing. Besides university degrees, Mischa discusses how learners today have wider access to more training and qualifications to help them enter the sector.The routes into professional careers have never been as diverse as they are today. From internships and apprenticeships to higher education degrees, there’s a pathway to suit almost every learner.The most popular route towards a professional career, however, continues to be university education. Almost 3 million students studied at UK higher education institutions in 2021/22.The benefits of university are well-known. For most students, it provides more than just a degree; a university education offers life experiences that other routes into professional careers struggle to compete with.But there are also a considerable number of professional careers that can be accessed without a university degree. There are a myriad of other training or certification methods that can guarantee the same career prospects as a higher education qualification.The world of marketingTake digital marketing, for instance. The sector has a breadth of different roles within it and while a marketing-related university education can certainly propel a learner’s career into the industry, there are several high-quality skills and traits that a marketer requires that can be taught in other learning formats.From short courses to certifications developed alongside industry, learners today have access to more training and qualifications than ever to help them enter the sector – without the need for a university education.Courses like these are particularly beneficial for industries like marketing, where the sector is modernising and adopting new technologies at a considerable pace.The introduction of artificial intelligence (AI) is a perfect example. Only five years ago, AI’s role in marketing was relatively rare. While it was certainly being used by large companies like Google for their Google Analytics and other marketing-adjacent offerings, the everyday marketer was very rarely using it in their day-to-day activities.Fast-forward to today, however, and the situation couldn’t be any more different. Whether it’s content development or data-driven decision making, AI is being leant on more and more by the industry – with hugely beneficial results.A study from IBM found that 48% of businesses say AI is contributing to making customers happier through enhanced experiences, while a further 54% said companies reported a reduction in costs as a result of the technology.Overcoming skills shortages. But as with any nascent technology that’s changing how we work, the biggest barrier to full adoption is usually a lack of available skills to successfully implement it into the business. Ongoing learning and development are therefore critical to making sure employees have the skills required to fully harness technologies like AI.The rapid pace of development of artificial intelligence also makes it challenging for institutions like universities to make sure their courses – which are typically three years or longer – are teaching students the most up-to-date and relevant skills.That’s why short courses delivered by trusted training providers, which are regularly reviewed and updated in line with a changing industry, can plug an important gap in the education and development of marketers – subsequently supporting employers by making sure their people have the very best skills to make the most of new technologies.Final thoughts. University education will always have a pivotal role in our society. But it shouldn’t be seen by employers as the only entryway into a sector. With more courses and certifications available for industries like marketing than ever before, employers should capitalise on the different skills and talent that these training...]]></description><guid isPermaLink="false">Y9B3Ppzl</guid><pubDate>Tue, 05 Mar 2024 08:54:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58929562/njfzynfjbzbzhcifulxs2oqfr0tu9imh0u0swq24.mp3" length="888480" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51c2097a-6ed7-4ac3-9e33-26e58d477b76/51c2097a-6ed7-4ac3-9e33-26e58d477b76.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51c2097a-6ed7-4ac3-9e33-26e58d477b76/51c2097a-6ed7-4ac3-9e33-26e58d477b76.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51c2097a-6ed7-4ac3-9e33-26e58d477b76/51c2097a-6ed7-4ac3-9e33-26e58d477b76.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Mischa McInerney, Chief Marketing Officer at the Digital Marketing Institute explores the diverse opportunities available to aspiring professionals looking to enter a career like marketing. Besides university degrees, Mischa discusses how learners...</itunes:subtitle><itunes:summary><![CDATA[Mischa McInerney, Chief Marketing Officer at the Digital Marketing Institute explores the diverse opportunities available to aspiring professionals looking to enter a career like marketing. Besides university degrees, Mischa discusses how learners today have wider access to more training and qualifications to help them enter the sector.The routes into professional careers have never been as diverse as they are today. From internships and apprenticeships to higher education degrees, there’s a pathway to suit almost every learner.The most popular route towards a professional career, however, continues to be university education. Almost 3 million students studied at UK higher education institutions in 2021/22.The benefits of university are well-known. For most students, it provides more than just a degree; a university education offers life experiences that other routes into professional careers struggle to compete with.But there are also a considerable number of professional careers that can be accessed without a university degree. There are a myriad of other training or certification methods that can guarantee the same career prospects as a higher education qualification.The world of marketingTake digital marketing, for instance. The sector has a breadth of different roles within it and while a marketing-related university education can certainly propel a learner’s career into the industry, there are several high-quality skills and traits that a marketer requires that can be taught in other learning formats.From short courses to certifications developed alongside industry, learners today have access to more training and qualifications than ever to help them enter the sector – without the need for a university education.Courses like these are particularly beneficial for industries like marketing, where the sector is modernising and adopting new technologies at a considerable pace.The introduction of artificial intelligence (AI) is a perfect example. Only five years ago, AI’s role in marketing was relatively rare. While it was certainly being used by large companies like Google for their Google Analytics and other marketing-adjacent offerings, the everyday marketer was very rarely using it in their day-to-day activities.Fast-forward to today, however, and the situation couldn’t be any more different. Whether it’s content development or data-driven decision making, AI is being leant on more and more by the industry – with hugely beneficial results.A study from IBM found that 48% of businesses say AI is contributing to making customers happier through enhanced experiences, while a further 54% said companies reported a reduction in costs as a result of the technology.Overcoming skills shortages. But as with any nascent technology that’s changing how we work, the biggest barrier to full adoption is usually a lack of available skills to successfully implement it into the business. Ongoing learning and development are therefore critical to making sure employees have the skills required to fully harness technologies like AI.The rapid pace of development of artificial intelligence also makes it challenging for institutions like universities to make sure their courses – which are typically three years or longer – are teaching students the most up-to-date and relevant skills.That’s why short courses delivered by trusted training providers, which are regularly reviewed and updated in line with a changing industry, can plug an important gap in the education and development of marketers – subsequently supporting employers by making sure their people have the very best skills to make the most of new technologies.Final thoughts. University education will always have a pivotal role in our society. But it shouldn’t be seen by employers as the only entryway into a sector. With more courses and certifications available for industries like marketing than ever before, employers should capitalise on the different skills and talent that these...]]></itunes:summary><itunes:duration>223</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Nurturing Tomorrow’s Talent: The Case for Career Changers to Embrace Training and Coaching Roles</title><link>https://www.spreaker.com/episode/nurturing-tomorrow-s-talent-the-case-for-career-changers-to-embrace-training-and-coaching-roles--58915950</link><description><![CDATA[Thinking about changing your career? Are you ready for a new challenge and direction that can benefit from all the great experience you have accumulated throughout your working life? Let’s explore a move into the world of Training &amp; Coaching!Career Transformation through Training and CoachingIn the dynamic landscape of career choices, the world of apprenticeship and training beckons as a compelling avenue for career changers seeking purpose and fulfilment. Having worked in the education and apprenticeship space for over 20 years, I am an advocate for embracing training or coaching roles to support the next generation. This career path not only promises personal satisfaction but also offers an array of benefits in a growing and developing market. Shaping the Future: The Role of Trainers and CoachesAt the heart of this proposition lies the opportunity to help shape the future by nurturing the talents of tomorrow. As trainers and coaches, you hold the key to unlocking the potential of aspiring professionals and guiding them towards success in their chosen fields. Through mentorship, instruction, and empowerment, you can play a pivotal role in sculpting the skill sets and mindsets of the next generation’s workforce. The impact of witnessing their growth and achievements can be very rewarding and transcend mere monetary gain. Engaging with learners from diverse backgrounds and disciplines can help foster continual learning and development. As trainers and coaches, you are tasked with staying abreast of industry trends, innovations, and best practices, ensuring your knowledge remains relevant and impactful. This ongoing cycle of learning not only enriches your expertise but also keeps work dynamic and intellectually stimulating. Opportunities and Rewards in the Growing UK MarketMoreover, the apprenticeship and training market in the UK is experiencing growth, presenting numerous opportunities for career advancement and specialisation. With an escalating focus on vocational education and skills development, the demand for qualified trainers and coaches has surged across various sectors. Whether in traditional industries like construction and manufacturing or burgeoning domains such as green skills and digital technology, there is an escalating need for individuals adept at imparting knowledge and creating great learning experiences. Beyond the intrinsic rewards of making a meaningful contribution to society, a career in apprenticeship and training offers tangible benefits. Many roles boast competitive salaries, comprehensive benefits packages, and opportunities for flexible working arrangements. Furthermore, there exists a real sense of camaraderie and community among professionals in this field, creating a supportive and collaborative working environment. So stepping into the role of trainers and coaches in the apprenticeship and training space is not merely a career choice but a calling to inspire, empower, and uplift the next generation of professionals. With the satisfaction of witnessing the fruits of your labour, the continual pursuit of knowledge, and the promising prospects in a growth market, this career path beckons for career changers seeking to leave a legacy. By Spencer Mehlman, Managing Director, National Skills Agency]]></description><guid isPermaLink="false">mL6PDg9A</guid><pubDate>Mon, 04 Mar 2024 08:46:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58915950/igdjvs7sdq0hbq8qxh6izlrtjtjbdi2opx8as7ta.mp3" length="732384" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5136e8fd-e1c5-4ebe-934e-0a5962cc094d/5136e8fd-e1c5-4ebe-934e-0a5962cc094d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5136e8fd-e1c5-4ebe-934e-0a5962cc094d/5136e8fd-e1c5-4ebe-934e-0a5962cc094d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5136e8fd-e1c5-4ebe-934e-0a5962cc094d/5136e8fd-e1c5-4ebe-934e-0a5962cc094d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Thinking about changing your career? Are you ready for a new challenge and direction that can benefit from all the great experience you have accumulated throughout your working life? Let’s explore a move into the world of Training &amp;amp;...</itunes:subtitle><itunes:summary><![CDATA[Thinking about changing your career? Are you ready for a new challenge and direction that can benefit from all the great experience you have accumulated throughout your working life? Let’s explore a move into the world of Training &amp; Coaching!Career Transformation through Training and CoachingIn the dynamic landscape of career choices, the world of apprenticeship and training beckons as a compelling avenue for career changers seeking purpose and fulfilment. Having worked in the education and apprenticeship space for over 20 years, I am an advocate for embracing training or coaching roles to support the next generation. This career path not only promises personal satisfaction but also offers an array of benefits in a growing and developing market. Shaping the Future: The Role of Trainers and CoachesAt the heart of this proposition lies the opportunity to help shape the future by nurturing the talents of tomorrow. As trainers and coaches, you hold the key to unlocking the potential of aspiring professionals and guiding them towards success in their chosen fields. Through mentorship, instruction, and empowerment, you can play a pivotal role in sculpting the skill sets and mindsets of the next generation’s workforce. The impact of witnessing their growth and achievements can be very rewarding and transcend mere monetary gain. Engaging with learners from diverse backgrounds and disciplines can help foster continual learning and development. As trainers and coaches, you are tasked with staying abreast of industry trends, innovations, and best practices, ensuring your knowledge remains relevant and impactful. This ongoing cycle of learning not only enriches your expertise but also keeps work dynamic and intellectually stimulating. Opportunities and Rewards in the Growing UK MarketMoreover, the apprenticeship and training market in the UK is experiencing growth, presenting numerous opportunities for career advancement and specialisation. With an escalating focus on vocational education and skills development, the demand for qualified trainers and coaches has surged across various sectors. Whether in traditional industries like construction and manufacturing or burgeoning domains such as green skills and digital technology, there is an escalating need for individuals adept at imparting knowledge and creating great learning experiences. Beyond the intrinsic rewards of making a meaningful contribution to society, a career in apprenticeship and training offers tangible benefits. Many roles boast competitive salaries, comprehensive benefits packages, and opportunities for flexible working arrangements. Furthermore, there exists a real sense of camaraderie and community among professionals in this field, creating a supportive and collaborative working environment. So stepping into the role of trainers and coaches in the apprenticeship and training space is not merely a career choice but a calling to inspire, empower, and uplift the next generation of professionals. With the satisfaction of witnessing the fruits of your labour, the continual pursuit of knowledge, and the promising prospects in a growth market, this career path beckons for career changers seeking to leave a legacy. By Spencer Mehlman, Managing Director, National Skills Agency]]></itunes:summary><itunes:duration>184</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Importance of Career Guidance</title><link>https://www.spreaker.com/episode/the-importance-of-career-guidance--58886702</link><description><![CDATA[Influencers and early career ambassadors need to embed technology alongside old-school tactics, to showcase opportunities and embrace the family support network in the decision-making process.At this time of year, reflecting on National Apprenticeship Week and looking ahead to National Careers Week, I’m reminded of the privilege I have in supporting career seekers on their journey toward their dream roles and embracing apprenticeships.My Career Guidance BackgroundWith over 20 years of experience in adult training, I’ve assisted businesses nationwide with their Learning and Development strategies, recognising that people are the cornerstone of any organisation’s success. Effective recruitment and training plans are vital for business operations and future growth.Understanding Early Career SeekersEarly career seekers have something to say; they can be loud, very opinionated, full of ideas, embrace technology, and, for the most part, crave some sense of acceptance and validation for being their authentic selves, which for many is quite difficult to do when they have been placed in a box; they spend the best part of their amazing teen years trying to sit in silence for 6 hours a day listening to their teacher, ready to remember the information being shared for one day in the future, so they can pass their exam.Exam Results vs. Transferable SkillsIs the exam result what we are looking for in a job application? What sets our early career seekers apart from the crowd? Well, from my experience and exposure to thousands of application forms, their first CV or job application is the first time they are allowed to ‘be themselves’ and tell ‘their’ story and how they want to be perceived moving forward into their adult world.When we receive an application that refers to meeting someone aspirational, or a field visit to a local company or that they took part in an activity, or even watched a YouTube video that they learned from and it brought excitement – we take interest and they can talk about it. I’m not sure if you’ve interviewed someone and discussed their last English lesson, it’s not something I would recommend as an interview conversation starter!The current landscape presents new challenges; an all-time low in teen confidence, mental health and resilience issues, and a world with huge technological advances with constant media discussions about how technology is taking people’s jobs or even creating new ones. However, there is no further information about what this new world looks like (aside from your area STEM master saying, “You will be ok”).So what is a STEM career/job role? Don’t we all have transferable skills that will enable us to thrive in a more technologically advanced work environment (with the right training), not just the elite few? Otherwise, we are all doomed. So my plea is let’s make it clear what STEM stands for; rather than making everyone think it’s just for budding astronauts, STEM businesses need lots of disciplines across all levels of the hierarchy, and many non-traditional roles need to embed more technology; it’s a worldwide operational development, not always a specific sector.The Importance of Clear Career InformationAs a parent of a teenager on the cusp of entering the workforce, I can’t emphasise enough how crucial clear information is in guiding their early career decisions. Despite our best intentions, parents and guardians like me ultimately hold the reins regarding our child’s future path, especially considering the potential impact on our household finances. Drawing from my own experiences as a mother (and temporarily putting aside my extensive professional background), I’ve come to realise the importance of exposing our teens to a wide array of opportunities and perspectives beyond our own.Influencers, businesses, and ambassadors, preferably ones who resonate more with our teenagers than we might, play a pivotal role in shaping their understanding of the world of work. Furthermore, many of us fin...]]></description><guid isPermaLink="false">bzMqj7zQ</guid><pubDate>Fri, 01 Mar 2024 08:42:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58886702/pbkejrihzj3hrscee5lueyofolsqdsg9bypbndgx.mp3" length="1590720" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a1ff9097-dc6a-4723-adb5-35040dfaac8c/a1ff9097-dc6a-4723-adb5-35040dfaac8c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a1ff9097-dc6a-4723-adb5-35040dfaac8c/a1ff9097-dc6a-4723-adb5-35040dfaac8c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a1ff9097-dc6a-4723-adb5-35040dfaac8c/a1ff9097-dc6a-4723-adb5-35040dfaac8c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Influencers and early career ambassadors need to embed technology alongside old-school tactics, to showcase opportunities and embrace the family support network in the decision-making process.At this time of year, reflecting on National Apprenticeship...</itunes:subtitle><itunes:summary><![CDATA[Influencers and early career ambassadors need to embed technology alongside old-school tactics, to showcase opportunities and embrace the family support network in the decision-making process.At this time of year, reflecting on National Apprenticeship Week and looking ahead to National Careers Week, I’m reminded of the privilege I have in supporting career seekers on their journey toward their dream roles and embracing apprenticeships.My Career Guidance BackgroundWith over 20 years of experience in adult training, I’ve assisted businesses nationwide with their Learning and Development strategies, recognising that people are the cornerstone of any organisation’s success. Effective recruitment and training plans are vital for business operations and future growth.Understanding Early Career SeekersEarly career seekers have something to say; they can be loud, very opinionated, full of ideas, embrace technology, and, for the most part, crave some sense of acceptance and validation for being their authentic selves, which for many is quite difficult to do when they have been placed in a box; they spend the best part of their amazing teen years trying to sit in silence for 6 hours a day listening to their teacher, ready to remember the information being shared for one day in the future, so they can pass their exam.Exam Results vs. Transferable SkillsIs the exam result what we are looking for in a job application? What sets our early career seekers apart from the crowd? Well, from my experience and exposure to thousands of application forms, their first CV or job application is the first time they are allowed to ‘be themselves’ and tell ‘their’ story and how they want to be perceived moving forward into their adult world.When we receive an application that refers to meeting someone aspirational, or a field visit to a local company or that they took part in an activity, or even watched a YouTube video that they learned from and it brought excitement – we take interest and they can talk about it. I’m not sure if you’ve interviewed someone and discussed their last English lesson, it’s not something I would recommend as an interview conversation starter!The current landscape presents new challenges; an all-time low in teen confidence, mental health and resilience issues, and a world with huge technological advances with constant media discussions about how technology is taking people’s jobs or even creating new ones. However, there is no further information about what this new world looks like (aside from your area STEM master saying, “You will be ok”).So what is a STEM career/job role? Don’t we all have transferable skills that will enable us to thrive in a more technologically advanced work environment (with the right training), not just the elite few? Otherwise, we are all doomed. So my plea is let’s make it clear what STEM stands for; rather than making everyone think it’s just for budding astronauts, STEM businesses need lots of disciplines across all levels of the hierarchy, and many non-traditional roles need to embed more technology; it’s a worldwide operational development, not always a specific sector.The Importance of Clear Career InformationAs a parent of a teenager on the cusp of entering the workforce, I can’t emphasise enough how crucial clear information is in guiding their early career decisions. Despite our best intentions, parents and guardians like me ultimately hold the reins regarding our child’s future path, especially considering the potential impact on our household finances. Drawing from my own experiences as a mother (and temporarily putting aside my extensive professional background), I’ve come to realise the importance of exposing our teens to a wide array of opportunities and perspectives beyond our own.Influencers, businesses, and ambassadors, preferably ones who resonate more with our teenagers than we might, play a pivotal role in shaping their understanding of the world of work. Furthermore, many of us...]]></itunes:summary><itunes:duration>398</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Robert Halfon Reflects on Colleges Week</title><link>https://www.spreaker.com/episode/robert-halfon-reflects-on-colleges-week--58874121</link><description><![CDATA[In a rapidly advancing world where skills are the currency of success, colleges offer high-quality education to aspirational people who want to get on, no matter where they are in life. These colleges extend the ladder of opportunity to people across the country, allowing them to gain the skills needed for a good job and a great career.In a rapidly advancing world where skills are the currency of success, colleges offer high-quality education to aspirational people who want to get on, no matter where they are in life. As we mark Colleges Week 2024, I want to recognise the pivotal role these institutions play in spreading opportunities and social justice. They extend the ladder of opportunity to people across the country, allowing them to gain the skills needed for a good job and a great career.Over the last decade. The strides made by colleges in the last decade are nothing short of remarkable. Around 93% are now rated good or outstanding by Ofsted, up from just 69% in 209/10. This reflects not only the dedication of colleges to extend and improve their provision, but the resilience and determination of their students.Key to this is the variety of options, courses and potential futures which colleges now provide. With 180 Further Education (FE) colleges around the country, people of all ages and backgrounds have access to top-tier technical and academic training. Whether they’re a school-leaver taking their first step on the ladder, or an adult seeking to retrain and upskill, colleges are there to support everyone to improve their prospects.Since 2010, 5.7 million people have started an apprenticeship. Many do their off-the-job training at one of our colleges, who are helping to deliver nearly 700 apprenticeships in sectors as diverse as healthcare, journalism and aerospace engineering. It’s just one of the ways colleges enable aspiring professionals to embark on rewarding career pathways.The introduction of Higher Technical Qualifications (HTQs). One of the most significant advancements in recent years has been the introduction of Higher Technical Qualifications (HTQs) offered by 111 FE colleges. These qualifications, developed in collaboration with employers, offer a robust alternative to traditional degree pathways. HTQs can lead to prestigious, sustainable jobs such as software developer, quantity surveyor and nursing associate – jobs that employers are crying out for people to fill. The introduction of T LevelsSimilarly, the introduction of T Levels has transformed technical education. Around 250 providers are currently delivering T Levels, including around 170 colleges. With 18 subjects available – from Health &amp; Science to Engineering &amp; Manufacturing – T Levels equip students with work-ready skills essential for their future success.Launching the qualification in 2020 was considered a gamble, but T Level students have already proved their worth. The first three cohorts have achieved an impressive overall pass rate exceeding 90%, with many securing jobs, apprenticeships or places at top universities. T Levels will form the backbone of the Advanced British Standard announced last year. This will ensure the next generation of workers are ready for the jobs of tomorrow, whether that’s working in green skills or advanced manufacturing.The impact of Institutes of Technology (IoTs). The establishment of our Institutes of Technology (IoTs) have also had a huge impact on the technical skills landscape. These regional trailblazers bring together colleges, universities and businesses to lead provision of STEM-related training. 77 colleges are now linked to an IoT – with Rolls Royce, Siemens, Nissan, Microsoft and Babcock just some of the leading businesses involved. By offering a range of specialised courses, from Higher Technical Qualifications to apprenticeships, IoTs empower students to develop the practical skills and knowledge required to excel in key sectors such as engineering, healthcare, digital technology and manu...]]></description><guid isPermaLink="false">5L3kmVL2</guid><pubDate>Thu, 29 Feb 2024 09:16:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58874121/j0rubhug43tdsaomsbwaalkpqzgqzn00elh3n6zf.mp3" length="1115808" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42a783aa-b366-447b-a2e6-450fdc14d800/42a783aa-b366-447b-a2e6-450fdc14d800.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42a783aa-b366-447b-a2e6-450fdc14d800/42a783aa-b366-447b-a2e6-450fdc14d800.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42a783aa-b366-447b-a2e6-450fdc14d800/42a783aa-b366-447b-a2e6-450fdc14d800.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In a rapidly advancing world where skills are the currency of success, colleges offer high-quality education to aspirational people who want to get on, no matter where they are in life. These colleges extend the ladder of opportunity to people across...</itunes:subtitle><itunes:summary><![CDATA[In a rapidly advancing world where skills are the currency of success, colleges offer high-quality education to aspirational people who want to get on, no matter where they are in life. These colleges extend the ladder of opportunity to people across the country, allowing them to gain the skills needed for a good job and a great career.In a rapidly advancing world where skills are the currency of success, colleges offer high-quality education to aspirational people who want to get on, no matter where they are in life. As we mark Colleges Week 2024, I want to recognise the pivotal role these institutions play in spreading opportunities and social justice. They extend the ladder of opportunity to people across the country, allowing them to gain the skills needed for a good job and a great career.Over the last decade. The strides made by colleges in the last decade are nothing short of remarkable. Around 93% are now rated good or outstanding by Ofsted, up from just 69% in 209/10. This reflects not only the dedication of colleges to extend and improve their provision, but the resilience and determination of their students.Key to this is the variety of options, courses and potential futures which colleges now provide. With 180 Further Education (FE) colleges around the country, people of all ages and backgrounds have access to top-tier technical and academic training. Whether they’re a school-leaver taking their first step on the ladder, or an adult seeking to retrain and upskill, colleges are there to support everyone to improve their prospects.Since 2010, 5.7 million people have started an apprenticeship. Many do their off-the-job training at one of our colleges, who are helping to deliver nearly 700 apprenticeships in sectors as diverse as healthcare, journalism and aerospace engineering. It’s just one of the ways colleges enable aspiring professionals to embark on rewarding career pathways.The introduction of Higher Technical Qualifications (HTQs). One of the most significant advancements in recent years has been the introduction of Higher Technical Qualifications (HTQs) offered by 111 FE colleges. These qualifications, developed in collaboration with employers, offer a robust alternative to traditional degree pathways. HTQs can lead to prestigious, sustainable jobs such as software developer, quantity surveyor and nursing associate – jobs that employers are crying out for people to fill. The introduction of T LevelsSimilarly, the introduction of T Levels has transformed technical education. Around 250 providers are currently delivering T Levels, including around 170 colleges. With 18 subjects available – from Health &amp; Science to Engineering &amp; Manufacturing – T Levels equip students with work-ready skills essential for their future success.Launching the qualification in 2020 was considered a gamble, but T Level students have already proved their worth. The first three cohorts have achieved an impressive overall pass rate exceeding 90%, with many securing jobs, apprenticeships or places at top universities. T Levels will form the backbone of the Advanced British Standard announced last year. This will ensure the next generation of workers are ready for the jobs of tomorrow, whether that’s working in green skills or advanced manufacturing.The impact of Institutes of Technology (IoTs). The establishment of our Institutes of Technology (IoTs) have also had a huge impact on the technical skills landscape. These regional trailblazers bring together colleges, universities and businesses to lead provision of STEM-related training. 77 colleges are now linked to an IoT – with Rolls Royce, Siemens, Nissan, Microsoft and Babcock just some of the leading businesses involved. By offering a range of specialised courses, from Higher Technical Qualifications to apprenticeships, IoTs empower students to develop the practical skills and knowledge required to excel in key sectors such as engineering, healthcare, digital technology and...]]></itunes:summary><itunes:duration>279</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Are educational institutions truly harnessing the power of technology?</title><link>https://www.spreaker.com/episode/are-educational-institutions-truly-harnessing-the-power-of-technology--58874120</link><description><![CDATA[The integration of technology in education is no longer a luxury but a fundamental right. High-quality, technology-driven education holds the potential to transform lives and foster social mobility, yet technology usage remains vastly unequal worldwide, potentially causing further disparity within education.Elizabeth Ellis, Head of School of Digital Education at Arden University, discusses the impact that a technology-inclusive approach to education could have in bridging the gap in access to high-quality learning experiences.We already know the advantages that digital education possesses. It can allow those who have different learning needs and requirements to still progress with their education, it can expose students to industries they may not be able to gain work experience with prior to specialising, and it can offer personalised and flexible learning opportunities. But importantly, technology could close the gaps in education across the world, as well as offer students the ability to gain a more global perspective within their industry, while improving digital literacy on a global scale – a concern that has been growing over the past decade.But the use of technology in educational institutions differs greatly among establishments and regions. While some institutions make good use of technology to improve teaching, learning and general administrative processes, others may be unable to do so – often due to factors such as lack of resources, money or the time to adopt new processes. Other places – such as longstanding universities that have been built on tradition – can be resistant to change and may have a lack of expertise when it comes to being digital-first.Digital education does helpEdTech has the ability to democratise education and personalise learning, releasing students from the school-based systems that can be considered as constraining – especially for those with different learning abilities and needs. At the moment, the reality is that many educational institutions are using technology to implement stronger levels of automation and homogenise the student experience.But research indicates that students’ learning outcomes improve when gaining knowledge assisted by technology. One of the most significant benefits of EdTech is the increased engagement and motivation it can provide to students. This is partially due to technology promoting student-centred learning practices, where the focus of instruction shifts from the teacher to the student.  This allows students to develop autonomy and independence as they become responsible for their own learning path.On top of this, research has shown that students value a personalised and collaborative relationship with their university, which gives them confidence that their educational interests are taken into account. Technology can help here to ensure student needs are met on a wider scale. So just like flexible working is becoming more and more popular, technology can allow for ‘flexible learning’. This widens access to education, especially for those who may not be able to physically attend university, for example.The global barriers. There remain to be many barriers when it comes to digital education. The Department for Education in the UK released its own strategy for reaching the potential of technology in education, stating that they “recognise that teachers, lecturers and education leaders often face a range of barriers to capitalising on the opportunities presented by technology.”But challenges extend further than the UK. In fact, a UNESCO report argued that “unprecedented” dependence on technology due to the pandemic, which intended to ensure that children could continue their schooling, had worsened disparities and caused learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States.There are concerns that the move to remote education led to inequalities in access to learning, resulting in digital i...]]></description><guid isPermaLink="false">l9kWJl94</guid><pubDate>Thu, 29 Feb 2024 08:45:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58874120/652til6ubdjy9qt9wym3qbb2pdkepx85pbmzfeyb.mp3" length="2043168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9/4e4ca1ec-45a9-49dc-a9a9-e9253464dcd9.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The integration of technology in education is no longer a luxury but a fundamental right. High-quality, technology-driven education holds the potential to transform lives and foster social mobility, yet technology usage remains vastly unequal...</itunes:subtitle><itunes:summary><![CDATA[The integration of technology in education is no longer a luxury but a fundamental right. High-quality, technology-driven education holds the potential to transform lives and foster social mobility, yet technology usage remains vastly unequal worldwide, potentially causing further disparity within education.Elizabeth Ellis, Head of School of Digital Education at Arden University, discusses the impact that a technology-inclusive approach to education could have in bridging the gap in access to high-quality learning experiences.We already know the advantages that digital education possesses. It can allow those who have different learning needs and requirements to still progress with their education, it can expose students to industries they may not be able to gain work experience with prior to specialising, and it can offer personalised and flexible learning opportunities. But importantly, technology could close the gaps in education across the world, as well as offer students the ability to gain a more global perspective within their industry, while improving digital literacy on a global scale – a concern that has been growing over the past decade.But the use of technology in educational institutions differs greatly among establishments and regions. While some institutions make good use of technology to improve teaching, learning and general administrative processes, others may be unable to do so – often due to factors such as lack of resources, money or the time to adopt new processes. Other places – such as longstanding universities that have been built on tradition – can be resistant to change and may have a lack of expertise when it comes to being digital-first.Digital education does helpEdTech has the ability to democratise education and personalise learning, releasing students from the school-based systems that can be considered as constraining – especially for those with different learning abilities and needs. At the moment, the reality is that many educational institutions are using technology to implement stronger levels of automation and homogenise the student experience.But research indicates that students’ learning outcomes improve when gaining knowledge assisted by technology. One of the most significant benefits of EdTech is the increased engagement and motivation it can provide to students. This is partially due to technology promoting student-centred learning practices, where the focus of instruction shifts from the teacher to the student.  This allows students to develop autonomy and independence as they become responsible for their own learning path.On top of this, research has shown that students value a personalised and collaborative relationship with their university, which gives them confidence that their educational interests are taken into account. Technology can help here to ensure student needs are met on a wider scale. So just like flexible working is becoming more and more popular, technology can allow for ‘flexible learning’. This widens access to education, especially for those who may not be able to physically attend university, for example.The global barriers. There remain to be many barriers when it comes to digital education. The Department for Education in the UK released its own strategy for reaching the potential of technology in education, stating that they “recognise that teachers, lecturers and education leaders often face a range of barriers to capitalising on the opportunities presented by technology.”But challenges extend further than the UK. In fact, a UNESCO report argued that “unprecedented” dependence on technology due to the pandemic, which intended to ensure that children could continue their schooling, had worsened disparities and caused learning loss for hundreds of millions of students around the world, including in Kenya, Brazil, Britain and the United States.There are concerns that the move to remote education led to inequalities in access to learning, resulting in...]]></itunes:summary><itunes:duration>511</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Power up your teaching practice with online community support</title><link>https://www.spreaker.com/episode/power-up-your-teaching-practice-with-online-community-support--58860993</link><description><![CDATA[Al Kingsley explores the value of the education community and how it can be a valuable support network for educators, alongside the additional benefits of wellbeing, inclusivity and peer-led CPD.Have you ever felt alone in your role? Sometimes, it can feel as if we are battling the challenges of our jobs by ourselves, yet in reality, people across the country are experiencing the same thing.As educators, we are sometimes too busy to remember about or be involved in the online education community; it can seem like a whole lot of extra work. And for some people, preconceived ideas or a few of the people they have seen there may be a turn-off. But the reality is that joining in can be incredibly rewarding on multiple fronts.Educators understand each other. They get it. They identify with the pressures and joys of the job and share their passion for their practice. Colleagues from across the globe can come together online to exchange ideas and support each other; it’s the perfect example of spontaneous teamwork.5 benefits of belongingBeing part of a movement is incredibly empowering on all levels. So, if you’ve ever hesitated to get involved in the HE community online, here are some of the benefits you could be missing out on.1. Support. Ask a question online and educators soon jump in to answer, sharing their experiences and providing food for thought. Connecting with other like-minded professionals can show you the way out of a creative desert, spark the perfect idea to connect with the students you’ve been concerned about, and so much more. In turn, you’ll see plenty of opportunities to reciprocate and share advice and initiatives that have worked for you. 2. Wellbeing, connection and belonging. In a sector that is often fraught with difficulties, we can all gain strength from feeling part of a broader group with a meaningful shared experience. Communities are good for us. There is strength in numbers and, as I know from my own personal learning network, a robust community offers great opportunities to work together, learn from each other and share our resources. 3. Inclusivity. Inclusivity is a major benefit of coming together online. With a few clicks, you can join conversations on social media with educators from across the globe and contribute in a way that would never be possible without it. In a digital community, geography is not a barrier to belonging, and the melting pot of approaches can be helpful to inform your practice.4. Sharing. Of course, everyone likes to share their successes. But, being educators, we know that so much valuable learning comes from failing. So, in our time-pressured roles, let’s share those constructive failures as well and save our colleagues precious time by preventing them from making the same mistakes as we did.5. Relationships. Your personal learning network (PLN) is your own carefully curated group of go-to people whose insights you always read or with whom you have connected online and can talk directly. It’s your safety net, your support and your inspiration. I have found having such a group incredibly useful over the years and have struck up so many friendships and alliances in the education and EdTech spaces this way. For me, many of these connections have resulted in live meetups at in-person events and exhibitions – and invaluable partnerships have developed from there.A collective voice“The roots of education … are bitter, but the fruit is sweet.” This Aristotle quotation applies perfectly to our online HE community. Essentially, if we’re in a spot, whether with our role, workload, students or any other issue, the people in our network can be central to helping us get out of it stronger, more motivated or more empowered.So, if you have ever hesitated about getting involved online, consider this your call to action. If you go in with an open mind and a generous spirit, there is much for you to gain.By Al Kingsley, CEO of NetSupport]]></description><guid isPermaLink="false">BzNd6BxK</guid><pubDate>Wed, 28 Feb 2024 08:50:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58860993/iwbolrhgi8oms3r3uzypcopriagnswxodtfdmkwy.mp3" length="914688" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cddf6dad-eea3-41d9-826c-eb00747116df/cddf6dad-eea3-41d9-826c-eb00747116df.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cddf6dad-eea3-41d9-826c-eb00747116df/cddf6dad-eea3-41d9-826c-eb00747116df.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cddf6dad-eea3-41d9-826c-eb00747116df/cddf6dad-eea3-41d9-826c-eb00747116df.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Al Kingsley explores the value of the education community and how it can be a valuable support network for educators, alongside the additional benefits of wellbeing, inclusivity and peer-led CPD.Have you ever felt alone in your role? Sometimes, it can...</itunes:subtitle><itunes:summary><![CDATA[Al Kingsley explores the value of the education community and how it can be a valuable support network for educators, alongside the additional benefits of wellbeing, inclusivity and peer-led CPD.Have you ever felt alone in your role? Sometimes, it can feel as if we are battling the challenges of our jobs by ourselves, yet in reality, people across the country are experiencing the same thing.As educators, we are sometimes too busy to remember about or be involved in the online education community; it can seem like a whole lot of extra work. And for some people, preconceived ideas or a few of the people they have seen there may be a turn-off. But the reality is that joining in can be incredibly rewarding on multiple fronts.Educators understand each other. They get it. They identify with the pressures and joys of the job and share their passion for their practice. Colleagues from across the globe can come together online to exchange ideas and support each other; it’s the perfect example of spontaneous teamwork.5 benefits of belongingBeing part of a movement is incredibly empowering on all levels. So, if you’ve ever hesitated to get involved in the HE community online, here are some of the benefits you could be missing out on.1. Support. Ask a question online and educators soon jump in to answer, sharing their experiences and providing food for thought. Connecting with other like-minded professionals can show you the way out of a creative desert, spark the perfect idea to connect with the students you’ve been concerned about, and so much more. In turn, you’ll see plenty of opportunities to reciprocate and share advice and initiatives that have worked for you. 2. Wellbeing, connection and belonging. In a sector that is often fraught with difficulties, we can all gain strength from feeling part of a broader group with a meaningful shared experience. Communities are good for us. There is strength in numbers and, as I know from my own personal learning network, a robust community offers great opportunities to work together, learn from each other and share our resources. 3. Inclusivity. Inclusivity is a major benefit of coming together online. With a few clicks, you can join conversations on social media with educators from across the globe and contribute in a way that would never be possible without it. In a digital community, geography is not a barrier to belonging, and the melting pot of approaches can be helpful to inform your practice.4. Sharing. Of course, everyone likes to share their successes. But, being educators, we know that so much valuable learning comes from failing. So, in our time-pressured roles, let’s share those constructive failures as well and save our colleagues precious time by preventing them from making the same mistakes as we did.5. Relationships. Your personal learning network (PLN) is your own carefully curated group of go-to people whose insights you always read or with whom you have connected online and can talk directly. It’s your safety net, your support and your inspiration. I have found having such a group incredibly useful over the years and have struck up so many friendships and alliances in the education and EdTech spaces this way. For me, many of these connections have resulted in live meetups at in-person events and exhibitions – and invaluable partnerships have developed from there.A collective voice“The roots of education … are bitter, but the fruit is sweet.” This Aristotle quotation applies perfectly to our online HE community. Essentially, if we’re in a spot, whether with our role, workload, students or any other issue, the people in our network can be central to helping us get out of it stronger, more motivated or more empowered.So, if you have ever hesitated about getting involved online, consider this your call to action. If you go in with an open mind and a generous spirit, there is much for you to gain.By Al Kingsley, CEO of NetSupport]]></itunes:summary><itunes:duration>229</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Time for FE governors to stand up</title><link>https://www.spreaker.com/episode/time-for-fe-governors-to-stand-up--58846693</link><description><![CDATA[Ruby Parmar, Chair of Governors at Milton Keynes College Group emphasises the vital role of Further Education (FE) and urges FE governors to raise awareness about the sector’s transformative impact and underlining its societal value.Ignorance of FE’s Vital Role: A Governor’s ConfessionWhen I was first asked to become a governor at Milton Keynes College Group, I confess I was largely ignorant of the complex and vital role Further Education plays in our society. A few years on and now I’m the chair, and I realise my lack of knowledge is almost universal among business leaders, politicians and journalists.We’ve all heard the phrase, “a place for other people’s children” in conversations about the FE sector, and I believe it is that blind spot in the eye of the establishment which represents our greatest obstacle in achieving the success our communities deserve.FE Colleges: A Lifeline for Diverse LearnersI hold a number of non-executive roles in a range of businesses and community organisations, but my position at the college elicits a passion to raise awareness of the FE sector and all it does and achieves. In many ways, I think colleges are the most responsible educational institutions in any area. When I see the lengths the staff go to to safeguard learners, to support them in whatever difficult positions life has placed them, to allow them to discover themselves in a safe environment, I feel nothing but pride.I sometimes wonder, if we didn’t have such an institution in Milton Keynes, where would all these young (and not so young) people go? What would they do? How would they move forward to build good lives and careers? Schools and universities just can’t do what we do. How would a school or university react to a learner whose work was suffering because their family could not afford their weekly shopping, or one experiencing digital poverty, or depression, or loneliness? These are issues FE colleges provide support for every day, and we need to shout about it as much as we do about our success with T Levels or apprenticeships. FE offers a lifeline for so many. We provide education in line with our Fairer Futures Strategy and are proud that 95% of our learners go on to further study with us or other HE providers, or go straight into employment.I was speaking to a government minister recently about the work of the College, and it was clear they weren’t aware of the range of FE’s work in the community and of all the other things that go on outside the classroom. They could talk about figures and funding, certainly, but could not, or did not, talk about the pastoral care and signposting which is a key role FE plays.Highlighting FE’s ImpactWhat people with no contact with the sector don’t understand is how we do so much for so little. They don’t know that a dedicated and professional teacher at a college is almost certainly earning thousands of pounds less a year than they would if they moved to a local sixth form. And how does that happen anyway? How is teaching the same subjects to young people in what can be a far more challenging environment than a school somehow worth so much less? Simply put, it is allowed to happen because of that blind spot.The thing is, once you manage to get the message across, to open the eyes of people in power to what colleges do, and what we can achieve, they quickly become converts. At Milton Keynes we have a great relationship with a particular national construction company, Careys. They really get it. They understand the value we bring to the community, and they also appreciate how useful we can be to them in terms of providing that talent pipeline they need. These are the kinds of relationships we governors have to work to develop. We need to preach to the unconverted and make them believers.Things are far from perfect in my city, and we have a lot of people who still don’t know enough about us. A politician recently organised an event around knife crime involving the police, the council, charitie...]]></description><guid isPermaLink="false">597wl89R</guid><pubDate>Tue, 27 Feb 2024 09:17:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58846693/z4egwbhgtb3vjhnpva00bvemodc15cmbb3hicmlj.mp3" length="1204896" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40/68f799c8-c98a-4dd0-a8fb-c4aaf2737f40.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ruby Parmar, Chair of Governors at Milton Keynes College Group emphasises the vital role of Further Education (FE) and urges FE governors to raise awareness about the sector’s transformative impact and underlining its societal value.Ignorance of FE’s...</itunes:subtitle><itunes:summary><![CDATA[Ruby Parmar, Chair of Governors at Milton Keynes College Group emphasises the vital role of Further Education (FE) and urges FE governors to raise awareness about the sector’s transformative impact and underlining its societal value.Ignorance of FE’s Vital Role: A Governor’s ConfessionWhen I was first asked to become a governor at Milton Keynes College Group, I confess I was largely ignorant of the complex and vital role Further Education plays in our society. A few years on and now I’m the chair, and I realise my lack of knowledge is almost universal among business leaders, politicians and journalists.We’ve all heard the phrase, “a place for other people’s children” in conversations about the FE sector, and I believe it is that blind spot in the eye of the establishment which represents our greatest obstacle in achieving the success our communities deserve.FE Colleges: A Lifeline for Diverse LearnersI hold a number of non-executive roles in a range of businesses and community organisations, but my position at the college elicits a passion to raise awareness of the FE sector and all it does and achieves. In many ways, I think colleges are the most responsible educational institutions in any area. When I see the lengths the staff go to to safeguard learners, to support them in whatever difficult positions life has placed them, to allow them to discover themselves in a safe environment, I feel nothing but pride.I sometimes wonder, if we didn’t have such an institution in Milton Keynes, where would all these young (and not so young) people go? What would they do? How would they move forward to build good lives and careers? Schools and universities just can’t do what we do. How would a school or university react to a learner whose work was suffering because their family could not afford their weekly shopping, or one experiencing digital poverty, or depression, or loneliness? These are issues FE colleges provide support for every day, and we need to shout about it as much as we do about our success with T Levels or apprenticeships. FE offers a lifeline for so many. We provide education in line with our Fairer Futures Strategy and are proud that 95% of our learners go on to further study with us or other HE providers, or go straight into employment.I was speaking to a government minister recently about the work of the College, and it was clear they weren’t aware of the range of FE’s work in the community and of all the other things that go on outside the classroom. They could talk about figures and funding, certainly, but could not, or did not, talk about the pastoral care and signposting which is a key role FE plays.Highlighting FE’s ImpactWhat people with no contact with the sector don’t understand is how we do so much for so little. They don’t know that a dedicated and professional teacher at a college is almost certainly earning thousands of pounds less a year than they would if they moved to a local sixth form. And how does that happen anyway? How is teaching the same subjects to young people in what can be a far more challenging environment than a school somehow worth so much less? Simply put, it is allowed to happen because of that blind spot.The thing is, once you manage to get the message across, to open the eyes of people in power to what colleges do, and what we can achieve, they quickly become converts. At Milton Keynes we have a great relationship with a particular national construction company, Careys. They really get it. They understand the value we bring to the community, and they also appreciate how useful we can be to them in terms of providing that talent pipeline they need. These are the kinds of relationships we governors have to work to develop. We need to preach to the unconverted and make them believers.Things are far from perfect in my city, and we have a lot of people who still don’t know enough about us. A politician recently organised an event around knife crime involving the police, the council,...]]></itunes:summary><itunes:duration>302</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Time for a £15 minimum wage?</title><link>https://www.spreaker.com/episode/time-for-a-15-minimum-wage--58826942</link><description><![CDATA[With the minimum wage set to rise 9.8% on 1 April 2024, Stephen Evans asks: should the national minimum wage be raised further to support growth and good work?The upcoming General Election will take place against the backdrop of average real wages £12,000 per year lower than if pre-financial crisis trends had continued – an unprecedented lost 15 years of wage growth.The economy is broadly stagnant and the public finances are stretched (though there are always choices about who and what to tax and where to spend money).We clearly need a plan for growth to escape from the current doom loop, but that’s easier said than done and will take time.Politicians looking for ideas that will resonate with voters but don’t need lots of extra public spending (though the public sector is a large employer that would face a higher wage bill) might be tempted to propose a higher minimum wage.The minimum wage has been a success, despite predictions of sharp rises in unemployment when it was introduced. And will rise 9.8% to £11.44 for those aged 21 and over from April 2024. The Government’s on track to meet its aim for a minimum wage of two thirds of median earnings by October 2024, but unemployment remains low at 3.8%.How high can we go? Given this success and the substantial increases in the minimum wage in recent years, why not go further and pledge to raise the minimum wage to £15 per hour and extend it to younger age groups? The TUC has argued for that, raising the minimum wage to 75% of median earnings.Or would that lead to higher unemployment? Our minimum wage is relatively high by international standards.Perhaps the UK can go further if it also has a plan for growth and good work, to promote compliance, and to adjust plans based on economic conditions? After all, employers are still struggling to fill vacancies and worker bargaining power has declined in recent decades, while countries such as France have higher minimum wages.This might even help to kickstart growth by putting more money in people’s pockets and pushing employers to raise productivity to match higher wages.A plan for growth and rising wages. One of the successes of the minimum wage has been the consensus approach taken. The Low Pay Commission (LPC) has employers, trades unions and experts, looking to balance increase minimum wages with minimising the impacts on employment. We should always be wary about pledging increases without at least some caveats about economic conditions.Could political parties pledge for minimum wages to match real living wages, or the TUC’s goal of 75% of median wages, with the speed of getting there determined by the LPC?Of course, in practice there is no fixed hourly rate that is ‘enough’ to live on: what’s enough depends on the hours you work and your circumstances. The real living wage is therefore a guide – but even if the minimum wage matched it, we would still need support in the benefit system for people in work for housing, children and disability.The role of employment rights. We also know that employers can respond to increases in the minimum wage by reducing other benefits, such as break times or overtime rates, or increasing use of flexible or insecure (depending on your perspective) forms of work. A higher hourly pay rate might not help people if they don’t know what hours they’ll be working week to week, or if they don’t have sufficient hours.That could make the case for a right to request secure work, such as guaranteed hours, after a certain time in work. That was proposed by the Taylor Review back in 2016. Some seem to see employment rights as a burden on employers, but they are about the balance between employer and employee, and can in the right circumstances promote a more engaged workforce that benefits business.Lastly, people won’t benefit from a higher minimum wage if employers aren’t paying it. The Government has just named 500 firms who’ve underpaid; 35% because deductions for meals etc took people below the minimum, 31% b...]]></description><guid isPermaLink="false">GzREBp9Q</guid><pubDate>Mon, 26 Feb 2024 15:30:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58826942/3w9uktdqa6v7duz23mwhu6c2v8zwkggvf7doo6mh.mp3" length="1178976" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfeb28d8-310b-4b73-aecf-d7bc88944c13/bfeb28d8-310b-4b73-aecf-d7bc88944c13.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfeb28d8-310b-4b73-aecf-d7bc88944c13/bfeb28d8-310b-4b73-aecf-d7bc88944c13.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfeb28d8-310b-4b73-aecf-d7bc88944c13/bfeb28d8-310b-4b73-aecf-d7bc88944c13.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With the minimum wage set to rise 9.8% on 1 April 2024, Stephen Evans asks: should the national minimum wage be raised further to support growth and good work?The upcoming General Election will take place against the backdrop of average real wages...</itunes:subtitle><itunes:summary><![CDATA[With the minimum wage set to rise 9.8% on 1 April 2024, Stephen Evans asks: should the national minimum wage be raised further to support growth and good work?The upcoming General Election will take place against the backdrop of average real wages £12,000 per year lower than if pre-financial crisis trends had continued – an unprecedented lost 15 years of wage growth.The economy is broadly stagnant and the public finances are stretched (though there are always choices about who and what to tax and where to spend money).We clearly need a plan for growth to escape from the current doom loop, but that’s easier said than done and will take time.Politicians looking for ideas that will resonate with voters but don’t need lots of extra public spending (though the public sector is a large employer that would face a higher wage bill) might be tempted to propose a higher minimum wage.The minimum wage has been a success, despite predictions of sharp rises in unemployment when it was introduced. And will rise 9.8% to £11.44 for those aged 21 and over from April 2024. The Government’s on track to meet its aim for a minimum wage of two thirds of median earnings by October 2024, but unemployment remains low at 3.8%.How high can we go? Given this success and the substantial increases in the minimum wage in recent years, why not go further and pledge to raise the minimum wage to £15 per hour and extend it to younger age groups? The TUC has argued for that, raising the minimum wage to 75% of median earnings.Or would that lead to higher unemployment? Our minimum wage is relatively high by international standards.Perhaps the UK can go further if it also has a plan for growth and good work, to promote compliance, and to adjust plans based on economic conditions? After all, employers are still struggling to fill vacancies and worker bargaining power has declined in recent decades, while countries such as France have higher minimum wages.This might even help to kickstart growth by putting more money in people’s pockets and pushing employers to raise productivity to match higher wages.A plan for growth and rising wages. One of the successes of the minimum wage has been the consensus approach taken. The Low Pay Commission (LPC) has employers, trades unions and experts, looking to balance increase minimum wages with minimising the impacts on employment. We should always be wary about pledging increases without at least some caveats about economic conditions.Could political parties pledge for minimum wages to match real living wages, or the TUC’s goal of 75% of median wages, with the speed of getting there determined by the LPC?Of course, in practice there is no fixed hourly rate that is ‘enough’ to live on: what’s enough depends on the hours you work and your circumstances. The real living wage is therefore a guide – but even if the minimum wage matched it, we would still need support in the benefit system for people in work for housing, children and disability.The role of employment rights. We also know that employers can respond to increases in the minimum wage by reducing other benefits, such as break times or overtime rates, or increasing use of flexible or insecure (depending on your perspective) forms of work. A higher hourly pay rate might not help people if they don’t know what hours they’ll be working week to week, or if they don’t have sufficient hours.That could make the case for a right to request secure work, such as guaranteed hours, after a certain time in work. That was proposed by the Taylor Review back in 2016. Some seem to see employment rights as a burden on employers, but they are about the balance between employer and employee, and can in the right circumstances promote a more engaged workforce that benefits business.Lastly, people won’t benefit from a higher minimum wage if employers aren’t paying it. The Government has just named 500 firms who’ve underpaid; 35% because deductions for meals etc took people below the minimum,...]]></itunes:summary><itunes:duration>295</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Colleges Week 2024 Kicks Off!</title><link>https://www.spreaker.com/episode/colleges-week-2024-kicks-off--58822113</link><description><![CDATA[Colleges Week 2024: Why colleges are at the heart of public policy prioritiesAs Colleges Week 2024 kicks off, and with a spring budget, mayoral and general elections looming, Lewis Cooper, AoC’s Director of Public Affairs and Campaigns, says it’s never been a more important time to champion the role colleges play for people, employers and communitiesColleges Week 2024 kicks off this week with a focus on influencing, engaging and celebrating. This year, we have the spring budget taking place on 6 March, mayoral elections taking place across England this May, a general election to take place at some point, and a comprehensive spending review also due. It’s an ideal time to champion the role colleges already play for people, employers and communities, and what more they could do, with the right support and resource.Having colleges front and centre of political plans. That’s a lot of political activity that colleges will want to be influencing, and we need to be ensuring that ministers, officials, political parties and candidates have colleges front and centre of their plans as they look to the challenges we face as a country. Significant progress has been made over recent years in terms of the prominence given to colleges within education and skills policy; it’s much rarer today to find an #andcolleges moment, where colleges are forgotten within the wider focus on schools or universities. A key priority for the sector should now be deepening the understanding and thinking about the role colleges can and must play across a range of wider public policy priorities, and the approach that could unlock this. Ultimately, this should mean that when politicians are sat around the cabinet or shadow cabinet table, it’s not just those with an education brief who are advocating for colleges, and that we have better thinking about the linkages across policy areas too.Facing changes and challenges. As a nation, we face a raft of major changes and challenges, and colleges invariably have a role to play in our meeting them. Take the pressures on our health and care system for example – with the NHS long term plan highlighting the risk of a shortfall of between 260,000 and 360,000 NHS staff by 2036 without action, and with currently as many as 152,000 vacancies in the care sector, colleges will have a key role in delivering the workforce of the future, and supporting health and wellbeing for their students and wider communities. It is well understood that access to education and training can be key to supporting health outcomes, but that needs to be better reflected in policy making, with more focus on the preventative role access to education and training can play, and the case for investment as part of wider health strategies. This might also include the college estate genuinely being recognised and used as a community asset – with sport and performing arts facilities for example being used by local organisations and colleges playing an active role with other partners in supporting health and wellbeing strategies.Colleges delivering mental health servicesColleges are also very much at the front line in delivering mental health services, and the pressures they face here are immense. In a recent AoC survey, we found that eight in 10 colleges have made a referral to A&amp;E in the last year related to learner mental health, while more than nine in 10 of colleges say they are aware of attempted suicides by learners in the last 12 months, with 70% of colleges reporting an increase in the frequency of these occurrences. Around 68% of colleges have a counselling service, with the limiting barrier here being funding. There is much more that could be done to strengthen local partnerships between education providers, the NHS and others, and thought should be given to that by any future government.  Enabling the green transition. Colleges have a part to play in enabling the green transition, too. Modelling from the LSE suggests that one in five jobs in the...]]></description><guid isPermaLink="false">VxGMRGzW</guid><pubDate>Mon, 26 Feb 2024 08:55:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58822113/xeo9megbkajtyrazyw3rpc61pudxyz0q48nw0xpv.mp3" length="1552800" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af04c76c-109e-4dc7-b822-0191620f0b53/af04c76c-109e-4dc7-b822-0191620f0b53.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af04c76c-109e-4dc7-b822-0191620f0b53/af04c76c-109e-4dc7-b822-0191620f0b53.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af04c76c-109e-4dc7-b822-0191620f0b53/af04c76c-109e-4dc7-b822-0191620f0b53.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Colleges Week 2024: Why colleges are at the heart of public policy prioritiesAs Colleges Week 2024 kicks off, and with a spring budget, mayoral and general elections looming, Lewis Cooper, AoC’s Director of Public Affairs and Campaigns, says it’s...</itunes:subtitle><itunes:summary><![CDATA[Colleges Week 2024: Why colleges are at the heart of public policy prioritiesAs Colleges Week 2024 kicks off, and with a spring budget, mayoral and general elections looming, Lewis Cooper, AoC’s Director of Public Affairs and Campaigns, says it’s never been a more important time to champion the role colleges play for people, employers and communitiesColleges Week 2024 kicks off this week with a focus on influencing, engaging and celebrating. This year, we have the spring budget taking place on 6 March, mayoral elections taking place across England this May, a general election to take place at some point, and a comprehensive spending review also due. It’s an ideal time to champion the role colleges already play for people, employers and communities, and what more they could do, with the right support and resource.Having colleges front and centre of political plans. That’s a lot of political activity that colleges will want to be influencing, and we need to be ensuring that ministers, officials, political parties and candidates have colleges front and centre of their plans as they look to the challenges we face as a country. Significant progress has been made over recent years in terms of the prominence given to colleges within education and skills policy; it’s much rarer today to find an #andcolleges moment, where colleges are forgotten within the wider focus on schools or universities. A key priority for the sector should now be deepening the understanding and thinking about the role colleges can and must play across a range of wider public policy priorities, and the approach that could unlock this. Ultimately, this should mean that when politicians are sat around the cabinet or shadow cabinet table, it’s not just those with an education brief who are advocating for colleges, and that we have better thinking about the linkages across policy areas too.Facing changes and challenges. As a nation, we face a raft of major changes and challenges, and colleges invariably have a role to play in our meeting them. Take the pressures on our health and care system for example – with the NHS long term plan highlighting the risk of a shortfall of between 260,000 and 360,000 NHS staff by 2036 without action, and with currently as many as 152,000 vacancies in the care sector, colleges will have a key role in delivering the workforce of the future, and supporting health and wellbeing for their students and wider communities. It is well understood that access to education and training can be key to supporting health outcomes, but that needs to be better reflected in policy making, with more focus on the preventative role access to education and training can play, and the case for investment as part of wider health strategies. This might also include the college estate genuinely being recognised and used as a community asset – with sport and performing arts facilities for example being used by local organisations and colleges playing an active role with other partners in supporting health and wellbeing strategies.Colleges delivering mental health servicesColleges are also very much at the front line in delivering mental health services, and the pressures they face here are immense. In a recent AoC survey, we found that eight in 10 colleges have made a referral to A&amp;E in the last year related to learner mental health, while more than nine in 10 of colleges say they are aware of attempted suicides by learners in the last 12 months, with 70% of colleges reporting an increase in the frequency of these occurrences. Around 68% of colleges have a counselling service, with the limiting barrier here being funding. There is much more that could be done to strengthen local partnerships between education providers, the NHS and others, and thought should be given to that by any future government.  Enabling the green transition. Colleges have a part to play in enabling the green transition, too. Modelling from the LSE suggests that one in five jobs in...]]></itunes:summary><itunes:duration>389</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How education can make AI a friend not a foe</title><link>https://www.spreaker.com/episode/how-education-can-make-ai-a-friend-not-a-foe--58822112</link><description><![CDATA[AI presents universities both opportunities and challenges when it comes to the education of students. So, how can teachers use it to their advantage and enhance the learning experience of their students.AI tools have become a major talking point in education, both as an opportunity and a challenge. We are talking to Suraj Mohandas, VP of Strategy and Education, and Mat Pullen, Senior Manager of Education at Jamf to delve into the dynamic role of AI in the sector.Mat and Suraj explore how AI is reshaping classroom experiences, address educators’ concerns, and highlight the benefits and challenges of integrating AI in academic settings. They also offer insightful practical advice for universities to maximise AI’s potential while ensuring a safe and effective learning environment.How is AI currently being used in the classroom, and why are lecturers worried? We’ve seen a lot of ways AI is currently being leveraged in classrooms, and these use cases are constantly evolving. Primarily, it’s being used to personalise learning experiences, automate administrative tasks, provide immediate feedback, and make a vast number of educational resources more accessible to every student. For universities, it’s like having an extra assistant in almost every department. It’s also a massive time-saver for lecturers. By taking on time-consuming admin tasks like data analysis and grading, AI frees them up to focus more on what they love – teaching and directly engaging with their students.But with this exciting potential comes a fair share of apprehension. Lecturers are, quite understandably, concerned about several aspects. First, there’s the big issue of data privacy. With AI, we’re talking about a lot of student data being used and processed by machine learning algorithms, and keeping this data safe is critical. Then there’s the question of quality. Not all AI tools are created equal, and ensuring that these tools are accurate and beneficial for educational purposes is crucial.There’s also the concern about AI potentially replacing human interaction and mentorship in education. Whilst AI offers efficiency and personalised learning, it cannot replace the invaluable human elements of empathy, understanding, and real-time adaptability that educators bring. Universities and other educational entities will need to play a big role in making sure that AI adoption is balanced with sufficient human involvement in education.Most importantly, the biggest concern is the issue of bias and academic integrity. AI is only as unbiased as the data it’s fed. So, what type of data an AI solution is using significantly influences the type of output it’s going to produce. On the other hand, lecturers can’t ignore that students are already using generative AI tools like ChatGPT to a great extent across their assignments and academic tasks. So, it’s completely changing the higher education landscape, as the lecturers are having to rethink how they will assess student learning.What are the benefits of AI at universities? One of the most significant advantages is being able to provide personalised learning. AI algorithms can analyse individual student performance, tailoring the learning material to suit each student’s unique needs and learning pace. So, every student can receive instruction and content that resonates with their specific learning style, optimising their educational experience.As previously mentioned, AI can significantly help lecturers with time-consuming tasks like grading. Now, it’s never advisable to rely on AI-based grading, but such technologies can ease the process for lecturers. For instance, lecturers can use AI tools to get a summarised review of a student’s paper, understand its quality, and scope out obvious mistakes or errors. This also leads to improved and faster feedback for students. From a student’s perspective, the biggest advantage is accessibility. In the past two decades, search engines and social media platforms have made real-time...]]></description><guid isPermaLink="false">X9E8ePxQ</guid><pubDate>Mon, 26 Feb 2024 08:53:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58822112/nuchtfdutvf624evzyzzezudp5dvczsekrjl7s0l.mp3" length="2050368" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c444db4e-f8e8-4879-92de-f4e127b5b3c5/c444db4e-f8e8-4879-92de-f4e127b5b3c5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c444db4e-f8e8-4879-92de-f4e127b5b3c5/c444db4e-f8e8-4879-92de-f4e127b5b3c5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c444db4e-f8e8-4879-92de-f4e127b5b3c5/c444db4e-f8e8-4879-92de-f4e127b5b3c5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI presents universities both opportunities and challenges when it comes to the education of students. So, how can teachers use it to their advantage and enhance the learning experience of their students.AI tools have become a major talking point in...</itunes:subtitle><itunes:summary><![CDATA[AI presents universities both opportunities and challenges when it comes to the education of students. So, how can teachers use it to their advantage and enhance the learning experience of their students.AI tools have become a major talking point in education, both as an opportunity and a challenge. We are talking to Suraj Mohandas, VP of Strategy and Education, and Mat Pullen, Senior Manager of Education at Jamf to delve into the dynamic role of AI in the sector.Mat and Suraj explore how AI is reshaping classroom experiences, address educators’ concerns, and highlight the benefits and challenges of integrating AI in academic settings. They also offer insightful practical advice for universities to maximise AI’s potential while ensuring a safe and effective learning environment.How is AI currently being used in the classroom, and why are lecturers worried? We’ve seen a lot of ways AI is currently being leveraged in classrooms, and these use cases are constantly evolving. Primarily, it’s being used to personalise learning experiences, automate administrative tasks, provide immediate feedback, and make a vast number of educational resources more accessible to every student. For universities, it’s like having an extra assistant in almost every department. It’s also a massive time-saver for lecturers. By taking on time-consuming admin tasks like data analysis and grading, AI frees them up to focus more on what they love – teaching and directly engaging with their students.But with this exciting potential comes a fair share of apprehension. Lecturers are, quite understandably, concerned about several aspects. First, there’s the big issue of data privacy. With AI, we’re talking about a lot of student data being used and processed by machine learning algorithms, and keeping this data safe is critical. Then there’s the question of quality. Not all AI tools are created equal, and ensuring that these tools are accurate and beneficial for educational purposes is crucial.There’s also the concern about AI potentially replacing human interaction and mentorship in education. Whilst AI offers efficiency and personalised learning, it cannot replace the invaluable human elements of empathy, understanding, and real-time adaptability that educators bring. Universities and other educational entities will need to play a big role in making sure that AI adoption is balanced with sufficient human involvement in education.Most importantly, the biggest concern is the issue of bias and academic integrity. AI is only as unbiased as the data it’s fed. So, what type of data an AI solution is using significantly influences the type of output it’s going to produce. On the other hand, lecturers can’t ignore that students are already using generative AI tools like ChatGPT to a great extent across their assignments and academic tasks. So, it’s completely changing the higher education landscape, as the lecturers are having to rethink how they will assess student learning.What are the benefits of AI at universities? One of the most significant advantages is being able to provide personalised learning. AI algorithms can analyse individual student performance, tailoring the learning material to suit each student’s unique needs and learning pace. So, every student can receive instruction and content that resonates with their specific learning style, optimising their educational experience.As previously mentioned, AI can significantly help lecturers with time-consuming tasks like grading. Now, it’s never advisable to rely on AI-based grading, but such technologies can ease the process for lecturers. For instance, lecturers can use AI tools to get a summarised review of a student’s paper, understand its quality, and scope out obvious mistakes or errors. This also leads to improved and faster feedback for students. From a student’s perspective, the biggest advantage is accessibility. In the past two decades, search engines and social media platforms have made...]]></itunes:summary><itunes:duration>513</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can businesses use apprenticeships as a workforce planning tool?</title><link>https://www.spreaker.com/episode/how-can-businesses-use-apprenticeships-as-a-workforce-planning-tool--58794133</link><description><![CDATA[UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term resilience and growth.According to the latest Global CEO Survey from PwC, the majority of UK CEOs (61%) expect the global economy to strengthen over the next 12 months, a huge improvement on last year’s results, in which just 21% expressed the same sentiment.Despite this positive outlook on the global economy, there is a marked shift in perspective when it comes to the future of UK business. In fact, in another study from Fidelity, one-fifth of UK chief executives believe their businesses will not be economically viable in the next ten years due to factors such as rapidly rising operational costs and a lack of clarity on interest rates.In addition to the above, a key area of concern for company leaders is the so-called ‘war for talent’, which continues to impact UK businesses, with research suggesting that around 75% are facing talent shortages – a challenge which has a considerable impact on an organisation’s growth.To face these economic headwinds, companies must prepare new strategies for building business resilience and creating growth opportunities. To achieve this, it is crucial to plan for and maintain a highly skilled and productive workforce to support the organisation through economic uncertainties.Business leaders often underestimate the role that apprenticeship programmes can play as a workforce planning tool, and question whether apprenticeships are worth their time and money. However, when successfully integrated into day-to-day business operations, apprenticeships could lead to several opportunities for economic growth.Tailoring an apprenticeship programme to your business needsWhen incorporating apprenticeship programmes into your company, there are a few matters to bear in mind. Before beginning this process, business and HR leaders must work together to gather all relevant data on the current state of the workforce.This will help business leaders identify any skills gaps in their current operation, pinpointing areas where action is needed to act as a guide for future benchmarking purposes.For SMEs in particular – many of whom may not have the financial capacity for an entire L&amp;D department – finding the right training provider to help design the most effective apprenticeship programme is essential. These experts can help identify where support is most needed in the business and design a cost-effective programme best suited to address this concern.The challenge of bridging critical skills gapsFinding the right talent and filling skills gaps in the workforce, especially in emerging areas such as green skills where there’s a lack of relevant experience in the talent market, is expected to continue challenging employers.This will also pose an additional threat to staff retention rates as, due to the ongoing cost-of-living crisis and labour shortages, employees may seek to negotiate pay increases or, worse, move to other roles at competitor organisations.As such, employers will need to look at ways to upskill their employees, so that they can have a more resilient workforce.The true value of apprenticeship programmesMany business leaders often assume that apprenticeships are exclusively for school and college leavers. However, it is important to note that apprenticeships are for all ages and skill levels, and can be used for professional development, upskilling the current workforce, and attracting new and diverse talent.For example, if you have identified a potential gap in your current workforce, such as a lack of suitable staff in middle management, then implementing the right apprenticeship programme means you can retrain junior staff for promotion into those missing positions.This eliminates the process of having to search for talent externally in a tricky labour...]]></description><guid isPermaLink="false">2L8OM3z6</guid><pubDate>Fri, 23 Feb 2024 09:22:29 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58794133/vi8jkphatiamc13tnlphsvl9p8cmw2tr82subcom.mp3" length="1187520" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81219bd7-54ab-4def-8ef2-cf61ad15be67/81219bd7-54ab-4def-8ef2-cf61ad15be67.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81219bd7-54ab-4def-8ef2-cf61ad15be67/81219bd7-54ab-4def-8ef2-cf61ad15be67.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81219bd7-54ab-4def-8ef2-cf61ad15be67/81219bd7-54ab-4def-8ef2-cf61ad15be67.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term...</itunes:subtitle><itunes:summary><![CDATA[UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term resilience and growth.According to the latest Global CEO Survey from PwC, the majority of UK CEOs (61%) expect the global economy to strengthen over the next 12 months, a huge improvement on last year’s results, in which just 21% expressed the same sentiment.Despite this positive outlook on the global economy, there is a marked shift in perspective when it comes to the future of UK business. In fact, in another study from Fidelity, one-fifth of UK chief executives believe their businesses will not be economically viable in the next ten years due to factors such as rapidly rising operational costs and a lack of clarity on interest rates.In addition to the above, a key area of concern for company leaders is the so-called ‘war for talent’, which continues to impact UK businesses, with research suggesting that around 75% are facing talent shortages – a challenge which has a considerable impact on an organisation’s growth.To face these economic headwinds, companies must prepare new strategies for building business resilience and creating growth opportunities. To achieve this, it is crucial to plan for and maintain a highly skilled and productive workforce to support the organisation through economic uncertainties.Business leaders often underestimate the role that apprenticeship programmes can play as a workforce planning tool, and question whether apprenticeships are worth their time and money. However, when successfully integrated into day-to-day business operations, apprenticeships could lead to several opportunities for economic growth.Tailoring an apprenticeship programme to your business needsWhen incorporating apprenticeship programmes into your company, there are a few matters to bear in mind. Before beginning this process, business and HR leaders must work together to gather all relevant data on the current state of the workforce.This will help business leaders identify any skills gaps in their current operation, pinpointing areas where action is needed to act as a guide for future benchmarking purposes.For SMEs in particular – many of whom may not have the financial capacity for an entire L&amp;D department – finding the right training provider to help design the most effective apprenticeship programme is essential. These experts can help identify where support is most needed in the business and design a cost-effective programme best suited to address this concern.The challenge of bridging critical skills gapsFinding the right talent and filling skills gaps in the workforce, especially in emerging areas such as green skills where there’s a lack of relevant experience in the talent market, is expected to continue challenging employers.This will also pose an additional threat to staff retention rates as, due to the ongoing cost-of-living crisis and labour shortages, employees may seek to negotiate pay increases or, worse, move to other roles at competitor organisations.As such, employers will need to look at ways to upskill their employees, so that they can have a more resilient workforce.The true value of apprenticeship programmesMany business leaders often assume that apprenticeships are exclusively for school and college leavers. However, it is important to note that apprenticeships are for all ages and skill levels, and can be used for professional development, upskilling the current workforce, and attracting new and diverse talent.For example, if you have identified a potential gap in your current workforce, such as a lack of suitable staff in middle management, then implementing the right apprenticeship programme means you can retrain junior staff for promotion into those missing positions.This eliminates the process of having to search for talent externally in a tricky...]]></itunes:summary><itunes:duration>297</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Mastering employability, building resilience</title><link>https://www.spreaker.com/episode/mastering-employability-building-resilience--58774481</link><description><![CDATA[Mastering employability, building resilienceResilience among staff is increasingly important for employers. Kerry discusses teaching and measuring it as a means of improving workforce productivity while cultivating a culture of continuous learning.Developing  employability skills  is recognised as a critical component in education and training in improving people’s lives, enabling them to feel valued and contribute to society. The partnership between educators, training providers and employers plays a pivotal role in shaping a workforce that meets the dynamic and evolving needs of the job market.The increased knowledge and universal use of  AI  is moving at an exponential speed and the importance of educators and training providers actively reaching out to industry stakeholders to gain insights into their evolving needs has never been more important.One of the most valuable employability or transferable skills, sometimes overlooked, is resilience. Without resilience recognised as important and valuable, we are inadequately equipping people for the workforce of tomorrow. As part of employability or many programmes on offer, there is more emphasis on work experience or work tasters. Gaining cooperation with employers is paramount in the success of these programmes whether it’s work experience, opportunities for interview following a  skills bootcamp  or securing employment.Having conducted an initial research project into employers’ needs six years ago, we recently worked with the  Adult Learning Improvement Network (ALIN)  to update this research. We wanted to identify to identify patterns of change in employers’ needs and values post-Covid.The updated research and comprehensive study have unveiled a noticeable shift in the skills and attributes prioritised by employers. We will release the complete findings in the coming months and I wish to highlight one aspect initially – the perception of resilience by employers, emphasising its renewed significance.RESILIENCE NOW CRITICAL FOR EMPLOYERSThe research highlighted that employers not only acknowledged a variety of factors contributing to a lack of resilience but also highlighted its status as one of the most valued skills in their current workforce. As industry contends with uncertainties and challenges, resilience has become a critical factor in evaluating both existing and prospective employees.For example, I had the benefit of joining a group of learners listening to an employer from a security company. The personal insights were fascinating and the group of long-term unemployed men and women on this course clearly enjoyed the frank approach. Technical knowledge, health and safety and the law were important parts of this course. However the employer focused his attention unreservedly on resilience.The employer shared invaluable anecdotes and a range of examples where his employees exhibited resilience, not only adapting swiftly to the changing circumstances but also motivated their teams to stay focused and determined. He also shared experiences where the lack of resilience resulted in decreased morale, missed deadlines and a negative impact on team dynamics. The employer stressed the ripple effect, where a single individual’s inability to navigate challenges had broader implications for the entire project and team performance.CAN WE ACTUALLY TEACH RESILIENCE AND HOW DO WE TEST IT?Recognising its importance is one thing but teaching others to value and become more resilient is more challenging. Is it more than just bouncing back from setbacks; does it encompass a range of attributes that contribute to an individual’s ability to thrive in challenging environments? I would suggest it’s all these and so much more.Attributes such as adaptability, perseverance, emotional intelligence and a positive mindset are all contributors to resilience. Without resilience, how will potential employees demonstrate the ability to navigate uncertainty, learn from failures and stay focused and pr...]]></description><guid isPermaLink="false">nzlkZO9R</guid><pubDate>Thu, 22 Feb 2024 10:22:31 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58774481/jeo03csnoadlm2riltgzt5mvlncffhtq5eqgm7ge.mp3" length="1760256" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b6d1d14-28f4-4403-9b04-9f7b60baf994/4b6d1d14-28f4-4403-9b04-9f7b60baf994.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b6d1d14-28f4-4403-9b04-9f7b60baf994/4b6d1d14-28f4-4403-9b04-9f7b60baf994.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b6d1d14-28f4-4403-9b04-9f7b60baf994/4b6d1d14-28f4-4403-9b04-9f7b60baf994.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Mastering employability, building resilienceResilience among staff is increasingly important for employers. Kerry discusses teaching and measuring it as a means of improving workforce productivity while cultivating a culture of continuous...</itunes:subtitle><itunes:summary><![CDATA[Mastering employability, building resilienceResilience among staff is increasingly important for employers. Kerry discusses teaching and measuring it as a means of improving workforce productivity while cultivating a culture of continuous learning.Developing  employability skills  is recognised as a critical component in education and training in improving people’s lives, enabling them to feel valued and contribute to society. The partnership between educators, training providers and employers plays a pivotal role in shaping a workforce that meets the dynamic and evolving needs of the job market.The increased knowledge and universal use of  AI  is moving at an exponential speed and the importance of educators and training providers actively reaching out to industry stakeholders to gain insights into their evolving needs has never been more important.One of the most valuable employability or transferable skills, sometimes overlooked, is resilience. Without resilience recognised as important and valuable, we are inadequately equipping people for the workforce of tomorrow. As part of employability or many programmes on offer, there is more emphasis on work experience or work tasters. Gaining cooperation with employers is paramount in the success of these programmes whether it’s work experience, opportunities for interview following a  skills bootcamp  or securing employment.Having conducted an initial research project into employers’ needs six years ago, we recently worked with the  Adult Learning Improvement Network (ALIN)  to update this research. We wanted to identify to identify patterns of change in employers’ needs and values post-Covid.The updated research and comprehensive study have unveiled a noticeable shift in the skills and attributes prioritised by employers. We will release the complete findings in the coming months and I wish to highlight one aspect initially – the perception of resilience by employers, emphasising its renewed significance.RESILIENCE NOW CRITICAL FOR EMPLOYERSThe research highlighted that employers not only acknowledged a variety of factors contributing to a lack of resilience but also highlighted its status as one of the most valued skills in their current workforce. As industry contends with uncertainties and challenges, resilience has become a critical factor in evaluating both existing and prospective employees.For example, I had the benefit of joining a group of learners listening to an employer from a security company. The personal insights were fascinating and the group of long-term unemployed men and women on this course clearly enjoyed the frank approach. Technical knowledge, health and safety and the law were important parts of this course. However the employer focused his attention unreservedly on resilience.The employer shared invaluable anecdotes and a range of examples where his employees exhibited resilience, not only adapting swiftly to the changing circumstances but also motivated their teams to stay focused and determined. He also shared experiences where the lack of resilience resulted in decreased morale, missed deadlines and a negative impact on team dynamics. The employer stressed the ripple effect, where a single individual’s inability to navigate challenges had broader implications for the entire project and team performance.CAN WE ACTUALLY TEACH RESILIENCE AND HOW DO WE TEST IT?Recognising its importance is one thing but teaching others to value and become more resilient is more challenging. Is it more than just bouncing back from setbacks; does it encompass a range of attributes that contribute to an individual’s ability to thrive in challenging environments? I would suggest it’s all these and so much more.Attributes such as adaptability, perseverance, emotional intelligence and a positive mindset are all contributors to resilience. Without resilience, how will potential employees demonstrate the ability to navigate uncertainty, learn from failures and stay focused...]]></itunes:summary><itunes:duration>441</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Improving students’ mental health with EdTech</title><link>https://www.spreaker.com/episode/improving-students-mental-health-with-edtech--58762773</link><description><![CDATA[The article discusses the importance of implementing Social and Emotional Learning (SEL) practises in schools. Over 96% of students feel that their mental health affects their schoolwork and academic performance, and they experience great pressure to perform well on exams and academic achievements, which often overshadows the importance of their mental wellbeing, ultimately negatively impacting their performance in the long run.By integrating SEL practices, schools can help students develop essential skills such as self-management and relationship building which are important parts of children’s development, whilst also supporting their mental health, to ultimately improve their overall learning experience.It has been revealed by 96% of young people in the UK that their mental health has, at some point, affected their schoolwork. Many students experience their academic achievements often getting prioritised above well-being. The focus on mental health and well-being can, over time, have long-term consequences if they are not addressed early enough. Several factors can impact mental health, such as the pressure to perform well in exams and other academic performances, but also bullying and discrimination, lack of necessary support, and being punished for their behaviour.Social and Emotional Learning (SEL) is a methodology set to help all students develop essential skills including self-awareness, self-management, relationship building and responsibility. This plays a significant role in children’s development as it can help promote environments where students feel safe and that their mental health is supported, ultimately improving their learning.SEL offers many advantages not only to students but also to schools. Social and emotional learning can help to increase positive social behaviours, as well as better student-teacher relationships, and reduce emotional distress, creating a better learning environment. It is therefore essential that educators continue to appreciate and strike the importance of SEL to support their students.How students’ mental health and learning can be improved through social and emotional LearningIncorporating SEL into classrooms can be as easy as starting the day with a student check-in – for example, presenting a traffic light system to reflect how students are feeling that day. Those who have positioned themselves as red on the traffic light system are indicating that they require more attention that day, or a break, and with this in mind, teachers can check in more with these students. Allocating time and space for talking can encourage an open conversation which delves into the reasoning behind their feelings – something that goes hand-in-hand with teaching mindfulness. Using exercises – such as breathing techniques – can aid a calming mindset that can be utilised both in and outside of the classroom, when feeling overwhelmed or stressed. Teaching this from an early age means that children can identify and manage any anxious feelings when navigating tests and exams, as well as setting the groundwork for navigating their emotions later on in life.As well as providing individuals with mechanisms and strategies to regulate their emotions, the ability to empathise within a group setting is essential. While some students may find it difficult to understand and connect with people who share different opinions, it is an essential part of education and development that is proven to be beneficial for the short and long term. For example, encouraging students to think critically about social issues, politics and different ways of thinking enables them to develop their self-awareness even further. Identifying and recognising the importance of resilience is vital for students to learn how to cope with difficulties in the future.How technology within classrooms can help enhance SEL competenciesOne way in which SEL can be supported is through digital learning and multimedia tools. Since many of today’s students...]]></description><guid isPermaLink="false">E9boQazZ</guid><pubDate>Wed, 21 Feb 2024 11:23:42 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58762773/zzezakckugfk00hv8znwbfpjdisjhsjtu9dvyxby.mp3" length="1575072" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/65a4395d-c5d0-4d95-90a3-5b43c4b511cc/65a4395d-c5d0-4d95-90a3-5b43c4b511cc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/65a4395d-c5d0-4d95-90a3-5b43c4b511cc/65a4395d-c5d0-4d95-90a3-5b43c4b511cc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/65a4395d-c5d0-4d95-90a3-5b43c4b511cc/65a4395d-c5d0-4d95-90a3-5b43c4b511cc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The article discusses the importance of implementing Social and Emotional Learning (SEL) practises in schools. Over 96% of students feel that their mental health affects their schoolwork and academic performance, and they experience great pressure to...</itunes:subtitle><itunes:summary><![CDATA[The article discusses the importance of implementing Social and Emotional Learning (SEL) practises in schools. Over 96% of students feel that their mental health affects their schoolwork and academic performance, and they experience great pressure to perform well on exams and academic achievements, which often overshadows the importance of their mental wellbeing, ultimately negatively impacting their performance in the long run.By integrating SEL practices, schools can help students develop essential skills such as self-management and relationship building which are important parts of children’s development, whilst also supporting their mental health, to ultimately improve their overall learning experience.It has been revealed by 96% of young people in the UK that their mental health has, at some point, affected their schoolwork. Many students experience their academic achievements often getting prioritised above well-being. The focus on mental health and well-being can, over time, have long-term consequences if they are not addressed early enough. Several factors can impact mental health, such as the pressure to perform well in exams and other academic performances, but also bullying and discrimination, lack of necessary support, and being punished for their behaviour.Social and Emotional Learning (SEL) is a methodology set to help all students develop essential skills including self-awareness, self-management, relationship building and responsibility. This plays a significant role in children’s development as it can help promote environments where students feel safe and that their mental health is supported, ultimately improving their learning.SEL offers many advantages not only to students but also to schools. Social and emotional learning can help to increase positive social behaviours, as well as better student-teacher relationships, and reduce emotional distress, creating a better learning environment. It is therefore essential that educators continue to appreciate and strike the importance of SEL to support their students.How students’ mental health and learning can be improved through social and emotional LearningIncorporating SEL into classrooms can be as easy as starting the day with a student check-in – for example, presenting a traffic light system to reflect how students are feeling that day. Those who have positioned themselves as red on the traffic light system are indicating that they require more attention that day, or a break, and with this in mind, teachers can check in more with these students. Allocating time and space for talking can encourage an open conversation which delves into the reasoning behind their feelings – something that goes hand-in-hand with teaching mindfulness. Using exercises – such as breathing techniques – can aid a calming mindset that can be utilised both in and outside of the classroom, when feeling overwhelmed or stressed. Teaching this from an early age means that children can identify and manage any anxious feelings when navigating tests and exams, as well as setting the groundwork for navigating their emotions later on in life.As well as providing individuals with mechanisms and strategies to regulate their emotions, the ability to empathise within a group setting is essential. While some students may find it difficult to understand and connect with people who share different opinions, it is an essential part of education and development that is proven to be beneficial for the short and long term. For example, encouraging students to think critically about social issues, politics and different ways of thinking enables them to develop their self-awareness even further. Identifying and recognising the importance of resilience is vital for students to learn how to cope with difficulties in the future.How technology within classrooms can help enhance SEL competenciesOne way in which SEL can be supported is through digital learning and multimedia tools. Since many of today’s...]]></itunes:summary><itunes:duration>394</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>How to create an atmosphere of lifelong learning in academic institutions</title><link>https://www.spreaker.com/episode/how-to-create-an-atmosphere-of-lifelong-learning-in-academic-institutions--58761844</link><description><![CDATA[How to create an atmosphere of lifelong learning in academic institutionsThis article provides guidance for academic institutions on fostering a culture of lifelong learning, emphasising strategies to instil continuous curiosity, adaptability, and skill development among students and faculty. It explores practical approaches to create an educational environment that nurtures ongoing intellectual growth and prepares individuals for a rapidly evolving future.In the fast-paced world of academia, the concept of  lifelong learning  has never been more critical. As the global landscape evolves, academic institutions must adapt to foster an environment where learning becomes a continuous, ever-present force. Creating an atmosphere of lifelong learning is not merely a pedagogical choice; it is an essential investment in the future success of students and the institution as a whole.The below practical strategies are some ways academic institutions can transform into hubs of perpetual learning:CULTIVATE A GROWTH MINDSETThe foundation of lifelong learning lies in cultivating a growth mindset among students, faculty, and administrators. Encourage a mindset that views challenges as opportunities for growth rather than insurmountable hurdles. Emphasise the value of effort, resilience, and persistence over grades alone. The mindset shift towards continuous improvement creates a culture where learning is seen as a journey rather than a destination.INTEGRATE TECHNOLOGY SEAMLESSLYIncorporate technology as an integral part of the learning experience. Modern academic institutions, leverage technology to extend learning beyond the traditional classroom. Online courses, virtual labs, and interactive platforms can bridge geographical gaps and provide flexibility, catering to diverse learning styles. Embrace the digital era to enhance accessibility and prepare students for a technology-driven future. At Oxford Business College we advocate for the integration of interactive tools, online resources, and  e-learning  platforms.FOSTER INTERDISCIPLINARY COLLABORATIONBreak down the silos of academic disciplines and promote interdisciplinary learning. Encourage collaboration between departments to create courses and projects that blend diverse fields of study. The exchange of ideas between different disciplines stimulates creativity and equips students with a broader skill set, essential for navigating complex challenges in their future careers.ESTABLISH MENTORSHIP PROGRAMMESDevelop mentorship programmes that connect students with experienced professionals, alumni, or faculty members. The mentorship model provides valuable insights beyond the classroom, offering practical advice and real-world perspectives. Creating a network of mentors and mentees fosters a sense of community and encourages a continuous exchange of knowledge throughout one’s academic and professional journey.PRIORITISE SOFT SKILLS DEVELOPMENTRecognise the significance of  soft skills  in preparing students for lifelong success. Academic institutions should integrate soft skills development into their curriculum, emphasising communication, critical thinking, adaptability, and emotional intelligence. These skills are not only crucial in the workplace but also contribute to a well-rounded and resilient individual prepared for a lifetime of learning.PROMOTE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)Instil the importance of  Continuous Professional Development (CPD)  for faculty, staff, and students alike. Create a culture that values and supports ongoing learning by offering workshops, seminars, and courses designed to update skills and knowledge. CPD initiatives ensure that individuals stay abreast of the latest developments in their field, promoting a commitment to lifelong learning.ENCOURAGE EXPERIENTIAL LEARNINGMove beyond traditional classroom instruction and incorporate experiential learning opportunities. Internships, co-op programs, and industry projects provide students with practical...]]></description><guid isPermaLink="false">5zqM2lzQ</guid><pubDate>Wed, 21 Feb 2024 09:22:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58761844/y0ndtu1insyumjdcsigajns3umrcztbd80011iy5.mp3" length="1402368" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/06213044-a5d5-4e03-b44f-e01f6a4bc78b/06213044-a5d5-4e03-b44f-e01f6a4bc78b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/06213044-a5d5-4e03-b44f-e01f6a4bc78b/06213044-a5d5-4e03-b44f-e01f6a4bc78b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/06213044-a5d5-4e03-b44f-e01f6a4bc78b/06213044-a5d5-4e03-b44f-e01f6a4bc78b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How to create an atmosphere of lifelong learning in academic institutionsThis article provides guidance for academic institutions on fostering a culture of lifelong learning, emphasising strategies to instil continuous curiosity, adaptability, and...</itunes:subtitle><itunes:summary><![CDATA[How to create an atmosphere of lifelong learning in academic institutionsThis article provides guidance for academic institutions on fostering a culture of lifelong learning, emphasising strategies to instil continuous curiosity, adaptability, and skill development among students and faculty. It explores practical approaches to create an educational environment that nurtures ongoing intellectual growth and prepares individuals for a rapidly evolving future.In the fast-paced world of academia, the concept of  lifelong learning  has never been more critical. As the global landscape evolves, academic institutions must adapt to foster an environment where learning becomes a continuous, ever-present force. Creating an atmosphere of lifelong learning is not merely a pedagogical choice; it is an essential investment in the future success of students and the institution as a whole.The below practical strategies are some ways academic institutions can transform into hubs of perpetual learning:CULTIVATE A GROWTH MINDSETThe foundation of lifelong learning lies in cultivating a growth mindset among students, faculty, and administrators. Encourage a mindset that views challenges as opportunities for growth rather than insurmountable hurdles. Emphasise the value of effort, resilience, and persistence over grades alone. The mindset shift towards continuous improvement creates a culture where learning is seen as a journey rather than a destination.INTEGRATE TECHNOLOGY SEAMLESSLYIncorporate technology as an integral part of the learning experience. Modern academic institutions, leverage technology to extend learning beyond the traditional classroom. Online courses, virtual labs, and interactive platforms can bridge geographical gaps and provide flexibility, catering to diverse learning styles. Embrace the digital era to enhance accessibility and prepare students for a technology-driven future. At Oxford Business College we advocate for the integration of interactive tools, online resources, and  e-learning  platforms.FOSTER INTERDISCIPLINARY COLLABORATIONBreak down the silos of academic disciplines and promote interdisciplinary learning. Encourage collaboration between departments to create courses and projects that blend diverse fields of study. The exchange of ideas between different disciplines stimulates creativity and equips students with a broader skill set, essential for navigating complex challenges in their future careers.ESTABLISH MENTORSHIP PROGRAMMESDevelop mentorship programmes that connect students with experienced professionals, alumni, or faculty members. The mentorship model provides valuable insights beyond the classroom, offering practical advice and real-world perspectives. Creating a network of mentors and mentees fosters a sense of community and encourages a continuous exchange of knowledge throughout one’s academic and professional journey.PRIORITISE SOFT SKILLS DEVELOPMENTRecognise the significance of  soft skills  in preparing students for lifelong success. Academic institutions should integrate soft skills development into their curriculum, emphasising communication, critical thinking, adaptability, and emotional intelligence. These skills are not only crucial in the workplace but also contribute to a well-rounded and resilient individual prepared for a lifetime of learning.PROMOTE CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)Instil the importance of  Continuous Professional Development (CPD)  for faculty, staff, and students alike. Create a culture that values and supports ongoing learning by offering workshops, seminars, and courses designed to update skills and knowledge. CPD initiatives ensure that individuals stay abreast of the latest developments in their field, promoting a commitment to lifelong learning.ENCOURAGE EXPERIENTIAL LEARNINGMove beyond traditional classroom instruction and incorporate experiential learning opportunities. Internships, co-op programs, and industry projects provide students with...]]></itunes:summary><itunes:duration>351</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Scaffolding Character: The ‘Finnishing’ Touch To Unleash Hidden Potential</title><link>https://www.spreaker.com/episode/scaffolding-character-the-finnishing-touch-to-unleash-hidden-potential--58761843</link><description><![CDATA[Scaffolding Character: The ‘Finnishing’ Touch To Unleash Hidden PotentialIn this article, Neil delves into Adam Grant’s ‘Hidden Potential’, exploring its insights on character education and skill development. Grant challenges the societal emphasis on talent, advocating for a transformative focus on character skills. The discussion spans early development, the importance of scaffolding, and draws parallels with the innovative Finnish education system, providing a paradigm shift applicable to all ages.THE GIFT OF GRANTI have finally, during these cold, dark winter nights, got around to reading some of the books I received as Christmas presents. Top of the list was Adam Grant’s ‘Hidden Potential’.Grant is a renowned professor, a thought leader in personal and professional development and the book was highly recommended, so I was feeling positive about learning something interesting as I turned to the first page….and I was right to feel that way! The book is informative, stimulating and the conclusions, based on his research, relate to the world I operate in; that of character education and skill development for young people. And thankfully, the conclusions confirm as good practice what we have been striving to achieve over a number of years at Kloodle.CHALLENGING THE SOCIAL NARRATIVEGrant runs through a journey with well-supported arguments, backed by plausible case-studies and research, in which he challenges the pervasive belief in the primacy of talent, emphasising the transformative power of character skills and, ultimately, painting a compelling picture of a world where potential can be recognised, nurtured, and celebrated at  every  stage of life.The book starts by criticising preconceived notions about success and society’s obsession with celebrating ‘talent’ and the ‘gifted’. Conventional belief promotes ideas that success is reserved for those with inherent advantages and that puts doubt in the minds of the rest of us. However, admiring people who start out with  innate  advantages leads us to overlook the distance we ourselves can travel if we put our minds to it. We underestimate our potential – the range of skills that we can learn and how good we can become. And when opportunity doesn’t knock, there are ways to build a door.Grant urges readers to recognise their potential for growth and skills’ development and offers a framework for raising aspirations and exceeding expectations.SKILLS OF CHARACTERThe core message revolves around the significance of character skills and that progress is less about innate genius and more about the character capabilities one develops. It’s very much along the lines of the Growth Mindset and you can ‘grow’ from an early age by adopting a ‘mindset’ of:These are presented as essential character skills that can be cultivated over time, labelled in silos as:The benefit of developing character skills is that you don’t have to be the smartest person in the room to flourish. People with strong character traits are the ones who strive to make themselves and others smarter, employing problem solving and critical thinking.Throughout the book, Grant supports his arguments with compelling research and studies. The surprising findings, such as the impact of character skills on the success of African entrepreneurs, challenge conventional wisdom and add depth to the book’s overarching message.EARLY DEVELOPMENT OF CHARACTERA significant proposition is the early development of character skills, with kindergarten identified as an ideal starting point. It is important to teach children to embrace discomfort, to seek challenges, and be comfortable with imperfectionism from an early age as this lays the foundation for a mindset of continuous growth.Backed up by research by Harvard economist Raj Chetty, Grant believes that these character skills, learned way back in kindergarten, play a pivotal role in determining success, and are more predictive of future success than cognitive abilities.THE IMPORTANCE OF S...]]></description><guid isPermaLink="false">Zxn5jPLj</guid><pubDate>Wed, 21 Feb 2024 09:22:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58761843/txmpb1m7tfczr5lvd9szpllblwiexz4rktborh8g.mp3" length="2530848" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f9e9f5db-9c05-438c-b528-b66b142a1442/f9e9f5db-9c05-438c-b528-b66b142a1442.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f9e9f5db-9c05-438c-b528-b66b142a1442/f9e9f5db-9c05-438c-b528-b66b142a1442.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f9e9f5db-9c05-438c-b528-b66b142a1442/f9e9f5db-9c05-438c-b528-b66b142a1442.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Scaffolding Character: The ‘Finnishing’ Touch To Unleash Hidden PotentialIn this article, Neil delves into Adam Grant’s ‘Hidden Potential’, exploring its insights on character education and skill development. Grant challenges the societal emphasis on...</itunes:subtitle><itunes:summary><![CDATA[Scaffolding Character: The ‘Finnishing’ Touch To Unleash Hidden PotentialIn this article, Neil delves into Adam Grant’s ‘Hidden Potential’, exploring its insights on character education and skill development. Grant challenges the societal emphasis on talent, advocating for a transformative focus on character skills. The discussion spans early development, the importance of scaffolding, and draws parallels with the innovative Finnish education system, providing a paradigm shift applicable to all ages.THE GIFT OF GRANTI have finally, during these cold, dark winter nights, got around to reading some of the books I received as Christmas presents. Top of the list was Adam Grant’s ‘Hidden Potential’.Grant is a renowned professor, a thought leader in personal and professional development and the book was highly recommended, so I was feeling positive about learning something interesting as I turned to the first page….and I was right to feel that way! The book is informative, stimulating and the conclusions, based on his research, relate to the world I operate in; that of character education and skill development for young people. And thankfully, the conclusions confirm as good practice what we have been striving to achieve over a number of years at Kloodle.CHALLENGING THE SOCIAL NARRATIVEGrant runs through a journey with well-supported arguments, backed by plausible case-studies and research, in which he challenges the pervasive belief in the primacy of talent, emphasising the transformative power of character skills and, ultimately, painting a compelling picture of a world where potential can be recognised, nurtured, and celebrated at  every  stage of life.The book starts by criticising preconceived notions about success and society’s obsession with celebrating ‘talent’ and the ‘gifted’. Conventional belief promotes ideas that success is reserved for those with inherent advantages and that puts doubt in the minds of the rest of us. However, admiring people who start out with  innate  advantages leads us to overlook the distance we ourselves can travel if we put our minds to it. We underestimate our potential – the range of skills that we can learn and how good we can become. And when opportunity doesn’t knock, there are ways to build a door.Grant urges readers to recognise their potential for growth and skills’ development and offers a framework for raising aspirations and exceeding expectations.SKILLS OF CHARACTERThe core message revolves around the significance of character skills and that progress is less about innate genius and more about the character capabilities one develops. It’s very much along the lines of the Growth Mindset and you can ‘grow’ from an early age by adopting a ‘mindset’ of:These are presented as essential character skills that can be cultivated over time, labelled in silos as:The benefit of developing character skills is that you don’t have to be the smartest person in the room to flourish. People with strong character traits are the ones who strive to make themselves and others smarter, employing problem solving and critical thinking.Throughout the book, Grant supports his arguments with compelling research and studies. The surprising findings, such as the impact of character skills on the success of African entrepreneurs, challenge conventional wisdom and add depth to the book’s overarching message.EARLY DEVELOPMENT OF CHARACTERA significant proposition is the early development of character skills, with kindergarten identified as an ideal starting point. It is important to teach children to embrace discomfort, to seek challenges, and be comfortable with imperfectionism from an early age as this lays the foundation for a mindset of continuous growth.Backed up by research by Harvard economist Raj Chetty, Grant believes that these character skills, learned way back in kindergarten, play a pivotal role in determining success, and are more predictive of future success than cognitive abilities.THE IMPORTANCE...]]></itunes:summary><itunes:duration>633</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can we prepare the future workforce for the era of AI?</title><link>https://www.spreaker.com/episode/how-can-we-prepare-the-future-workforce-for-the-era-of-ai--58748885</link><description><![CDATA[How can we prepare the future workforce for the era of AI?Iffi Wahla, co-founder and CEO of global hiring platform Edge, addresses the  digital skills gap  in this article, looking at the skills that businesses need today, and how organisations can help people to future-proof their skillsENSURING A FUTURE-READY WORKFORCEThere is no question that today’s workplace is more reliant than ever before on technology. Businesses cannot escape the importance of harnessing new technology to drive efficiencies and remain competitive. Yet despite the digital times that we live in, the reality is that business leaders are finding it increasingly challenging to find top level talent able to offer the evolving skill sets required to work effectively with the latest technology. We are facing a significant skills gap globally, with the World Economic Forum stating in the  Future of Jobs Report 2023  that 6 in 10 workers will require training by 2027 as adoption of technology increases.This means that many companies are struggling with keeping up to speed with adoption of the latest technology, as their teams lack the digital skills required to do so. So, as technology continues to reshape the way we do business, how can we address this digital skills gap, and make sure that we have a workforce fit for the future?EMPOWERING TEAMS WITH DIGITAL SKILLSWe are seeing advances in AI and automation that may seem hard to comprehend for many workers, and feel impossible to keep up with. The use of it will become increasingly common and ever more sophisticated. With this comes a requirement for businesses that want to be at the forefront of innovation to make sure that their team feels comfortable about AI and understand potential AI applications in their business.Data analysis skills, for example, will be needed going forward, with the ability to critically and rigorously evaluate the data that a robot might be able to provide. When able to be used effectively, it can support and empower a modern team. At Edge, we are fortunate to work with talented individuals across the globe who have these skills at their fingertips, and have seen the benefits of the globalisation of recruitment today, with businesses able to search without borders for their employees. And yet, we know that still far too many business leaders say that they are struggling to find people with skills for the modern workplace.The next crucial step therefore is to support employees and the workforce of the future as they to learn to work alongside AI. They need to have a decent understanding of the workings of AI, and the necessary digital skills at their fingertips to allow them to utilise the potential on offer. We need to see more of a drive both from leaders in governments and business to reassess the way that we encourage people to reskill and prepare themselves for the changes in the job market.BEYOND ‘SELF-BELIEF’ – A CALL FOR STRATEGIC INVESTMENT IN SKILL DEVELOPMENT FOR THE AI ERABaroness Morgan’s recent call for a new curriculum teaching character development to prepare students for the economy of the future should be lauded, as our workforce of the future needs better preparation for a different working world.However, teaching people ‘self-belief’ to prepare them for an AI-led job market will only be a part of the story. The reality is that we need to see investment and a clear strategy from both government and business in building a highly skilled workforce able to take advantage of new innovations. To date that has been lacking – no one yet seems to have grasped the impact that it will have on the global economy over the next decade if this ticking time bomb is not addressed.People can be guilty of thinking of upskilling as simply learning a new trade. But it is not just that – it’s about giving people the tools, insights and mentality they need to develop a huge range of skills applicable to different circumstances, and to allow themselves to remain relevant as we see furthe...]]></description><guid isPermaLink="false">bzMqaQzQ</guid><pubDate>Tue, 20 Feb 2024 10:22:25 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58748885/4xix3bfpvyba304b1xjdvrxhl9yzx4v4o3l50ell.mp3" length="1194912" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/704d1a3c-e76d-41aa-8d04-b16fcb3e584e/704d1a3c-e76d-41aa-8d04-b16fcb3e584e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/704d1a3c-e76d-41aa-8d04-b16fcb3e584e/704d1a3c-e76d-41aa-8d04-b16fcb3e584e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/704d1a3c-e76d-41aa-8d04-b16fcb3e584e/704d1a3c-e76d-41aa-8d04-b16fcb3e584e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How can we prepare the future workforce for the era of AI?Iffi Wahla, co-founder and CEO of global hiring platform Edge, addresses the  digital skills gap  in this article, looking at the skills that businesses need today, and how organisations can...</itunes:subtitle><itunes:summary><![CDATA[How can we prepare the future workforce for the era of AI?Iffi Wahla, co-founder and CEO of global hiring platform Edge, addresses the  digital skills gap  in this article, looking at the skills that businesses need today, and how organisations can help people to future-proof their skillsENSURING A FUTURE-READY WORKFORCEThere is no question that today’s workplace is more reliant than ever before on technology. Businesses cannot escape the importance of harnessing new technology to drive efficiencies and remain competitive. Yet despite the digital times that we live in, the reality is that business leaders are finding it increasingly challenging to find top level talent able to offer the evolving skill sets required to work effectively with the latest technology. We are facing a significant skills gap globally, with the World Economic Forum stating in the  Future of Jobs Report 2023  that 6 in 10 workers will require training by 2027 as adoption of technology increases.This means that many companies are struggling with keeping up to speed with adoption of the latest technology, as their teams lack the digital skills required to do so. So, as technology continues to reshape the way we do business, how can we address this digital skills gap, and make sure that we have a workforce fit for the future?EMPOWERING TEAMS WITH DIGITAL SKILLSWe are seeing advances in AI and automation that may seem hard to comprehend for many workers, and feel impossible to keep up with. The use of it will become increasingly common and ever more sophisticated. With this comes a requirement for businesses that want to be at the forefront of innovation to make sure that their team feels comfortable about AI and understand potential AI applications in their business.Data analysis skills, for example, will be needed going forward, with the ability to critically and rigorously evaluate the data that a robot might be able to provide. When able to be used effectively, it can support and empower a modern team. At Edge, we are fortunate to work with talented individuals across the globe who have these skills at their fingertips, and have seen the benefits of the globalisation of recruitment today, with businesses able to search without borders for their employees. And yet, we know that still far too many business leaders say that they are struggling to find people with skills for the modern workplace.The next crucial step therefore is to support employees and the workforce of the future as they to learn to work alongside AI. They need to have a decent understanding of the workings of AI, and the necessary digital skills at their fingertips to allow them to utilise the potential on offer. We need to see more of a drive both from leaders in governments and business to reassess the way that we encourage people to reskill and prepare themselves for the changes in the job market.BEYOND ‘SELF-BELIEF’ – A CALL FOR STRATEGIC INVESTMENT IN SKILL DEVELOPMENT FOR THE AI ERABaroness Morgan’s recent call for a new curriculum teaching character development to prepare students for the economy of the future should be lauded, as our workforce of the future needs better preparation for a different working world.However, teaching people ‘self-belief’ to prepare them for an AI-led job market will only be a part of the story. The reality is that we need to see investment and a clear strategy from both government and business in building a highly skilled workforce able to take advantage of new innovations. To date that has been lacking – no one yet seems to have grasped the impact that it will have on the global economy over the next decade if this ticking time bomb is not addressed.People can be guilty of thinking of upskilling as simply learning a new trade. But it is not just that – it’s about giving people the tools, insights and mentality they need to develop a huge range of skills applicable to different circumstances, and to allow themselves to remain relevant as we see...]]></itunes:summary><itunes:duration>299</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can businesses use apprenticeships as a workforce planning tool?</title><link>https://www.spreaker.com/episode/how-can-businesses-use-apprenticeships-as-a-workforce-planning-tool--58748557</link><description><![CDATA[UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term resilience and growth.According to the latest Global CEO Survey from PwC, most UK CEOs (61%) expect the global economy to strengthen over the next 12 months, a huge improvement on last year’s results, in which just 21% expressed the same sentiment.Despite this positive outlook on the global economy, there is a marked shift in perspective regarding the future of UK business. In fact, in another study from Fidelity, one-fifth of UK chief executives believe their businesses will not be economically viable in the next ten years due to rapidly rising operational costs and a lack of clarity on interest rates.In addition to the above, a key area of concern for company leaders is the so-called ‘war for talent’, which continues to impact UK businesses, with research suggesting that around 75% are facing talent shortages – a challenge which has a considerable impact on an organisation’s growth.To face these economic headwinds, companies must prepare new strategies for building business resilience and creating growth opportunities. To achieve this, it is crucial to plan for and maintain a highly skilled and productive workforce to support the organisation through economic uncertainties.Business leaders often underestimate the role that apprenticeship programmes can play as a workforce planning tool, and question whether apprenticeships are worth their time and money. However, when successfully integrated into day-to-day business operations, apprenticeships could lead to several opportunities for economic growth.Tailoring an apprenticeship programme to your business needsWhen incorporating apprenticeship programmes into your company, there are a few matters to bear in mind. Before beginning this process, business and HR leaders must work together to gather all relevant data on the current state of the workforce.This will help business leaders identify any skills gaps in their current operation, pinpointing areas where action is needed to act as a guide for future benchmarking purposes.For SMEs in particular – many of whom may not have the financial capacity for an entire L&amp;D department – finding the right training provider to help design the most effective apprenticeship programme is essential. These experts can help identify where support is most needed in the business and design a cost-effective programme best suited to address this concern.The challenge of bridging critical skills gapsFinding the right talent and filling skills gaps in the workforce, especially in emerging areas such as green skills where there’s a lack of relevant experience in the talent market, is expected to continue challenging employers.This will also pose an additional threat to staff retention rates as, due to the ongoing cost-of-living crisis and labour shortages, employees may seek to negotiate pay increases or, worse, move to other roles at competitor organisations.As such, employers will need to look at ways to upskill their employees, so that they can have a more resilient workforce.The true value of apprenticeship programmesMany business leaders often assume that apprenticeships are exclusively for school and college leavers. However, it is important to note that apprenticeships are for all ages and skill levels, and can be used for professional development, upskilling the current workforce, and attracting new and diverse talent.For example, if you have identified a potential gap in your current workforce, such as a lack of suitable staff in middle management, then implementing the right apprenticeship programme means you can retrain junior staff for promotion into those missing positions.This eliminates the process of having to search for talent externally in a tricky labour market, and the possibility of se...]]></description><guid isPermaLink="false">Kx4ZD5zb</guid><pubDate>Tue, 20 Feb 2024 09:22:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58748557/5kwm6kgywk3ssov5odtl0j1dily21nioe6yrc1mh.mp3" length="1182720" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68103ff0-2d34-4cad-8dd5-52f2e3fd2201/68103ff0-2d34-4cad-8dd5-52f2e3fd2201.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68103ff0-2d34-4cad-8dd5-52f2e3fd2201/68103ff0-2d34-4cad-8dd5-52f2e3fd2201.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/68103ff0-2d34-4cad-8dd5-52f2e3fd2201/68103ff0-2d34-4cad-8dd5-52f2e3fd2201.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term...</itunes:subtitle><itunes:summary><![CDATA[UK CEOs are optimistic about the global economy, but concerns arise about the future of UK businesses. The article emphasises using apprenticeship programs to bridge skills gaps, boost staff retention, and enhance workforce planning for long-term resilience and growth.According to the latest Global CEO Survey from PwC, most UK CEOs (61%) expect the global economy to strengthen over the next 12 months, a huge improvement on last year’s results, in which just 21% expressed the same sentiment.Despite this positive outlook on the global economy, there is a marked shift in perspective regarding the future of UK business. In fact, in another study from Fidelity, one-fifth of UK chief executives believe their businesses will not be economically viable in the next ten years due to rapidly rising operational costs and a lack of clarity on interest rates.In addition to the above, a key area of concern for company leaders is the so-called ‘war for talent’, which continues to impact UK businesses, with research suggesting that around 75% are facing talent shortages – a challenge which has a considerable impact on an organisation’s growth.To face these economic headwinds, companies must prepare new strategies for building business resilience and creating growth opportunities. To achieve this, it is crucial to plan for and maintain a highly skilled and productive workforce to support the organisation through economic uncertainties.Business leaders often underestimate the role that apprenticeship programmes can play as a workforce planning tool, and question whether apprenticeships are worth their time and money. However, when successfully integrated into day-to-day business operations, apprenticeships could lead to several opportunities for economic growth.Tailoring an apprenticeship programme to your business needsWhen incorporating apprenticeship programmes into your company, there are a few matters to bear in mind. Before beginning this process, business and HR leaders must work together to gather all relevant data on the current state of the workforce.This will help business leaders identify any skills gaps in their current operation, pinpointing areas where action is needed to act as a guide for future benchmarking purposes.For SMEs in particular – many of whom may not have the financial capacity for an entire L&amp;D department – finding the right training provider to help design the most effective apprenticeship programme is essential. These experts can help identify where support is most needed in the business and design a cost-effective programme best suited to address this concern.The challenge of bridging critical skills gapsFinding the right talent and filling skills gaps in the workforce, especially in emerging areas such as green skills where there’s a lack of relevant experience in the talent market, is expected to continue challenging employers.This will also pose an additional threat to staff retention rates as, due to the ongoing cost-of-living crisis and labour shortages, employees may seek to negotiate pay increases or, worse, move to other roles at competitor organisations.As such, employers will need to look at ways to upskill their employees, so that they can have a more resilient workforce.The true value of apprenticeship programmesMany business leaders often assume that apprenticeships are exclusively for school and college leavers. However, it is important to note that apprenticeships are for all ages and skill levels, and can be used for professional development, upskilling the current workforce, and attracting new and diverse talent.For example, if you have identified a potential gap in your current workforce, such as a lack of suitable staff in middle management, then implementing the right apprenticeship programme means you can retrain junior staff for promotion into those missing positions.This eliminates the process of having to search for talent externally in a tricky labour market, and the possibility...]]></itunes:summary><itunes:duration>296</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The retention struggle: How to do more with learning and development</title><link>https://www.spreaker.com/episode/the-retention-struggle-how-to-do-more-with-learning-and-development--58704389</link><description><![CDATA[Maintaining high talent retention during a skills shortage is not easy. There is no shortcut. Businesses must provide employees with opportunities for learning and development through greater internal mobility and purpose-based work. This helps to create a culture that organically builds skills and engagement, benefitting existing – and future – talent and their growth.The skills shortage continues to cast a shadow over the growth of global businesses this year. Despite the supply of talent in the market, a considerable number of candidates just do not fit the requirements needed to fill specialist roles in areas like tech and finance.I often see businesses struggling to combat this, defaulting to plans that divert more effort into attracting and recruiting new talent. But they can do more to invest in a strategy that does not rely on the highs and lows of the market. I believe that what businesses do internally can be a critical source of workforce transformation.According to research, 84% of employees expect their employer to provide the training and education they need to stay up-to-date with changing skills in their industry. But many employers simply are not investing enough into learning and development, despite employee appetite.With such a deficit of skilled talent, the last thing employers should want to do is lose the good people they already have. So, here are my tips for how business leaders can foster an environment of learning and development that keeps employees engaged and skills gaps filled.  Bring on the challenge. Around two-thirds of hiring managers say that younger workers quitting their jobs is a key reason why they are struggling to address the skills shortage. Failure to fill this gap in organisational knowledge can put significant strain on team productivity and businesses’ ability to meet organisational goals.As humans, we are hardwired to seek out knowledge and wisdom, with an incredible capacity to learn. Providing controlled environments for new challenges and opportunities – especially for young workers – is one of the best ways for leaders to take advantage of this in their business. We crave new learning – you just have to provide the environment to embrace individual curiosity.That is not to say that you can avoid people deciding to leave the business. There will always be the top talent that decides they want to move to another industry, country or role. You cannot control that. But you can ensure that you provide an environment where people can explore and learn what they like doing – and what they do best in your business. Encouraging environments that keep people engaged is essential in a market where the rise of “quiet quitting” has exposed the need for businesses to rethink employee fulfilment.Open up internal mobilityThis culture of continuous learning can be hard to instil. We all want to project our best, and most skilled selves to our team. But the moments where we think “I don’t know this” or “I am not sure I have the knowledge to complete that” are essential opportunities for us to seek the tools and opportunities that can advance our skills.Providing these opportunities does not just come from sharing virtual webinars and online courses – it also comes from facilitating face-to-face opportunities for mentoring, upskilling and role transfers. Increasing internal mobility is an important area for career growth that not only incentivises learning but also centres the focus around your employees’ personal career goals. Teams are also able to share skills and knowledge across the business without feeling siloed, and vacant roles can be better filled internally.Another way to do this, especially if your business has global locations, is to encourage secondments and working abroad. This is an invaluable opportunity for employees to gain new experiences, build better client relationships and widen their skills. The benefit of this is that employees can share their experiences, perspectives...]]></description><guid isPermaLink="false">gLABAOxa</guid><pubDate>Fri, 16 Feb 2024 08:42:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58704389/br4r0pvtofnrv6h09fi5p1ajsionprff0cgqxfiz.mp3" length="1269600" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec8cbb09-cccd-4d23-a344-60d48ad867d4/ec8cbb09-cccd-4d23-a344-60d48ad867d4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec8cbb09-cccd-4d23-a344-60d48ad867d4/ec8cbb09-cccd-4d23-a344-60d48ad867d4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec8cbb09-cccd-4d23-a344-60d48ad867d4/ec8cbb09-cccd-4d23-a344-60d48ad867d4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Maintaining high talent retention during a skills shortage is not easy. There is no shortcut. Businesses must provide employees with opportunities for learning and development through greater internal mobility and purpose-based work. This helps to...</itunes:subtitle><itunes:summary><![CDATA[Maintaining high talent retention during a skills shortage is not easy. There is no shortcut. Businesses must provide employees with opportunities for learning and development through greater internal mobility and purpose-based work. This helps to create a culture that organically builds skills and engagement, benefitting existing – and future – talent and their growth.The skills shortage continues to cast a shadow over the growth of global businesses this year. Despite the supply of talent in the market, a considerable number of candidates just do not fit the requirements needed to fill specialist roles in areas like tech and finance.I often see businesses struggling to combat this, defaulting to plans that divert more effort into attracting and recruiting new talent. But they can do more to invest in a strategy that does not rely on the highs and lows of the market. I believe that what businesses do internally can be a critical source of workforce transformation.According to research, 84% of employees expect their employer to provide the training and education they need to stay up-to-date with changing skills in their industry. But many employers simply are not investing enough into learning and development, despite employee appetite.With such a deficit of skilled talent, the last thing employers should want to do is lose the good people they already have. So, here are my tips for how business leaders can foster an environment of learning and development that keeps employees engaged and skills gaps filled.  Bring on the challenge. Around two-thirds of hiring managers say that younger workers quitting their jobs is a key reason why they are struggling to address the skills shortage. Failure to fill this gap in organisational knowledge can put significant strain on team productivity and businesses’ ability to meet organisational goals.As humans, we are hardwired to seek out knowledge and wisdom, with an incredible capacity to learn. Providing controlled environments for new challenges and opportunities – especially for young workers – is one of the best ways for leaders to take advantage of this in their business. We crave new learning – you just have to provide the environment to embrace individual curiosity.That is not to say that you can avoid people deciding to leave the business. There will always be the top talent that decides they want to move to another industry, country or role. You cannot control that. But you can ensure that you provide an environment where people can explore and learn what they like doing – and what they do best in your business. Encouraging environments that keep people engaged is essential in a market where the rise of “quiet quitting” has exposed the need for businesses to rethink employee fulfilment.Open up internal mobilityThis culture of continuous learning can be hard to instil. We all want to project our best, and most skilled selves to our team. But the moments where we think “I don’t know this” or “I am not sure I have the knowledge to complete that” are essential opportunities for us to seek the tools and opportunities that can advance our skills.Providing these opportunities does not just come from sharing virtual webinars and online courses – it also comes from facilitating face-to-face opportunities for mentoring, upskilling and role transfers. Increasing internal mobility is an important area for career growth that not only incentivises learning but also centres the focus around your employees’ personal career goals. Teams are also able to share skills and knowledge across the business without feeling siloed, and vacant roles can be better filled internally.Another way to do this, especially if your business has global locations, is to encourage secondments and working abroad. This is an invaluable opportunity for employees to gain new experiences, build better client relationships and widen their skills. The benefit of this is that employees can share their experiences,...]]></itunes:summary><itunes:duration>318</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Futures Offering – effective careers provision for SEN students</title><link>https://www.spreaker.com/episode/futures-offering-effective-careers-provision-for-sen-students--58692963</link><description><![CDATA[Kelly Guthery, Careers and Employability Lead at Outcomes First Group (OFG) reflects on the importance of ensuring all young people with special educational needs (SEN) receive effective and supportive career guidance and advice.  Providing Accessible and Impactful Careers GuidanceAs the number of young people in schools diagnosed with SEN rises, the present employment opportunities look bleak for nearly 95% of those with a learning disability. The Nuffield Trust, Quality Watch (Oct 2023) reported, ‘The proportion of adults with a learning disability in paid employment has decreased over time, from 6.0% in 2014/15 to a low of 4.8% in 2021/22. A slightly higher proportion of men with a learning disability are employed than women; in 2021/22, 4.1% of women with a learning disability were in paid employment compared with 5.3% of men.’These figures highlight the importance of ensuring young people with SEN receive the guidance and support they need to be successful in life.Developing a Bespoke Careers Guidance PackageJust over a year ago, in January 2023, new Government guidelines mandated that alongside in-school careers advice, all students should receive ‘at least six encounters with a provider of approved technical education qualifications or apprenticeships’, between Year 8 and Year 13. For young people with SEN, these ‘encounters’ do not necessarily provide an accessible, supportive opportunity. Despite meeting the new guidelines, we felt our students were receiving exposure and advice that was not impactful.We began to develop a bespoke careers guidance package – ‘Futures Offering’ – to meet the individual needs of our students and enable them to achieve qualifications in view of their future aspirations.Finding qualified Level 6 Careers Advisors is difficult, finding advisors able to communicate and support those with additional SEN is almost impossible. Therefore, we created a central team of outstanding advisors. Team members are qualified teachers with a background in SEN, upskilled or undergoing mentorship for their Level 6 qualifications, to be incredible Futures Advisors. Currently, all OFG schools are planning to undergo their Quality in Careers Standard award and Level 6 Careers Lead, and we hope to have all schools qualified in 2024.Each school has a Regional Futures Advisor, qualified to Level 6 or 7. Advisors complete annual 1-2-1 interviews with every student, ensuring their voice is heard. These sessions are not limited, so the student can meet and speak with their advisor as many times as needed to make informed decisions. Our advisors also help source meaningful work experience and provider access opportunities; support staff training and provision implementation; audit provision in compliance with the Career Development Institute (CDI) and Gatsby Benchmarks; and provide a consistent point of contact for each student throughout their educational journey and beyond.This bespoke and individualised service, guarantees students have the support and the resources needed to make important decisions about their future, and continue to be supported when they start their employment.Lowered Expectations Can Lower AspirationsPreviously, careers guidance has often been considered an ‘add-on’ – in both mainstream and SEND provision – rather than an integral part of the curriculum. Often, lowered expectations from those around these vulnerable young people, can in turn lower their own aspirations about their abilities and their possible future.Students need to explore their own aspirations and also other opportunities they may not be aware of. A robust and bespoke standalone careers programme helps open doors, rather than shutting down ambitions. Employment enhances quality of life, contributes to the community, and helps to avoid loneliness or isolation. In the words of Sir John Holman, author of the Gatsby Benchmarks, ‘Good career guidance is important for social mobility … it opens pupils eyes to careers they may not h...]]></description><guid isPermaLink="false">BzNdXpxK</guid><pubDate>Thu, 15 Feb 2024 09:18:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58692963/1jpoqigqcu8nrwhhhpcs8ladccom42y2qhjsjwj5.mp3" length="1031616" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5460fd68-08cf-466c-a8b8-5b93934e1b88/5460fd68-08cf-466c-a8b8-5b93934e1b88.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5460fd68-08cf-466c-a8b8-5b93934e1b88/5460fd68-08cf-466c-a8b8-5b93934e1b88.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5460fd68-08cf-466c-a8b8-5b93934e1b88/5460fd68-08cf-466c-a8b8-5b93934e1b88.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Kelly Guthery, Careers and Employability Lead at Outcomes First Group (OFG) reflects on the importance of ensuring all young people with special educational needs (SEN) receive effective and supportive career guidance and advice.  Providing Accessible...</itunes:subtitle><itunes:summary><![CDATA[Kelly Guthery, Careers and Employability Lead at Outcomes First Group (OFG) reflects on the importance of ensuring all young people with special educational needs (SEN) receive effective and supportive career guidance and advice.  Providing Accessible and Impactful Careers GuidanceAs the number of young people in schools diagnosed with SEN rises, the present employment opportunities look bleak for nearly 95% of those with a learning disability. The Nuffield Trust, Quality Watch (Oct 2023) reported, ‘The proportion of adults with a learning disability in paid employment has decreased over time, from 6.0% in 2014/15 to a low of 4.8% in 2021/22. A slightly higher proportion of men with a learning disability are employed than women; in 2021/22, 4.1% of women with a learning disability were in paid employment compared with 5.3% of men.’These figures highlight the importance of ensuring young people with SEN receive the guidance and support they need to be successful in life.Developing a Bespoke Careers Guidance PackageJust over a year ago, in January 2023, new Government guidelines mandated that alongside in-school careers advice, all students should receive ‘at least six encounters with a provider of approved technical education qualifications or apprenticeships’, between Year 8 and Year 13. For young people with SEN, these ‘encounters’ do not necessarily provide an accessible, supportive opportunity. Despite meeting the new guidelines, we felt our students were receiving exposure and advice that was not impactful.We began to develop a bespoke careers guidance package – ‘Futures Offering’ – to meet the individual needs of our students and enable them to achieve qualifications in view of their future aspirations.Finding qualified Level 6 Careers Advisors is difficult, finding advisors able to communicate and support those with additional SEN is almost impossible. Therefore, we created a central team of outstanding advisors. Team members are qualified teachers with a background in SEN, upskilled or undergoing mentorship for their Level 6 qualifications, to be incredible Futures Advisors. Currently, all OFG schools are planning to undergo their Quality in Careers Standard award and Level 6 Careers Lead, and we hope to have all schools qualified in 2024.Each school has a Regional Futures Advisor, qualified to Level 6 or 7. Advisors complete annual 1-2-1 interviews with every student, ensuring their voice is heard. These sessions are not limited, so the student can meet and speak with their advisor as many times as needed to make informed decisions. Our advisors also help source meaningful work experience and provider access opportunities; support staff training and provision implementation; audit provision in compliance with the Career Development Institute (CDI) and Gatsby Benchmarks; and provide a consistent point of contact for each student throughout their educational journey and beyond.This bespoke and individualised service, guarantees students have the support and the resources needed to make important decisions about their future, and continue to be supported when they start their employment.Lowered Expectations Can Lower AspirationsPreviously, careers guidance has often been considered an ‘add-on’ – in both mainstream and SEND provision – rather than an integral part of the curriculum. Often, lowered expectations from those around these vulnerable young people, can in turn lower their own aspirations about their abilities and their possible future.Students need to explore their own aspirations and also other opportunities they may not be aware of. A robust and bespoke standalone careers programme helps open doors, rather than shutting down ambitions. Employment enhances quality of life, contributes to the community, and helps to avoid loneliness or isolation. In the words of Sir John Holman, author of the Gatsby Benchmarks, ‘Good career guidance is important for social mobility … it opens pupils eyes to careers they may...]]></itunes:summary><itunes:duration>258</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Revolutionising Education: Blockchain’s Transformative Impact on Learning and Credentials</title><link>https://www.spreaker.com/episode/revolutionising-education-blockchain-s-transformative-impact-on-learning-and-credentials--58681660</link><description><![CDATA[Richard Foster-Fletcher explores blockchain’s impact on education, focusing on revolutionising credential verification, lifelong learning and fraud prevention. Highlighting examples from MIT and Woolf University, the article addresses technological challenges while inviting wider audience to reflect on ethical implications, promoting a balanced view on enhancing educational integrity and accessibility through blockchain.Blockchain in Education: Navigating Between Promise and PragmatismIn the academic discourse surrounding blockchain’s incursion into the education sector, the dialogue oscillates between heralding a new era of immutable record-keeping and tempering expectations with critical scrutiny. The intricate nature of this technology, often associated with cryptocurrencies, harbours a broader utility spectrum, particularly in credential verification, lifelong learning platforms, and the mitigation of fraud within the academic sphere.Analyses from sources such as XEROF, Reintech, and What After College offer a granular examination of blockchain’s practicality in education, detailing its capacity to engender a secure, transparent certification ecosystem​​​​​​. This technological intervention, by design, eschews centralised control, positing a paradigm where academic achievements are indelibly recorded on a decentralised ledger. Such a mechanism inherently buttresses the integrity of academic credentials, facilitating their seamless verification whilst obviating the propensity for fraudulent misrepresentation.Concomitantly, the conversation is punctuated by critical considerations of blockchain’s limitations and the propensity for overzealous extrapolations of its potential. The technology, while formidable in addressing certain inefficiencies, is not without its challenges—scalability, energy consumption, and the requisite for broad-based adoption being paramount among them. This nuanced discourse necessitates an appreciation of blockchain’s incremental benefits to the education sector rather than an uncritical acceptance of it as a panacea.Ethical and Practical Considerations in Blockchain’s Integration into EducationThe engagement of the scientific community with blockchain in education transcends mere technological adoption; it invites a reflection on the ethical, logistical, and pedagogical implications of integrating such a paradigm-shifting technology. As the media continues to chronicle this technological evolution, it bears the responsibility of fostering an informed, balanced narrative that privileges evidence over hyperbole. This endeavour ensures that the discourse surrounding blockchain in education is both comprehensive and grounded, providing a foundation upon which informed decisions regarding its integration into educational frameworks can be made.In the pursuit of delineating the impactful application of blockchain technology within the further education sector, let us examine three use cases that underscore the transformative potential of blockchain in reshaping educational paradigms.Immutable Academic Credentials: The Massachusetts Institute of Technology (MIT) has embarked on an initiative that leverages blockchain technology to issue digital diplomas to its graduates. This pioneering approach not only streamlines the verification process for employers and other institutions but also empowers students with permanent, tamper-proof access to their academic achievements. The blockchain-based system, dubbed ‘Blockcerts’, stands as a testament to how blockchain can revolutionise the management and authentication of academic records, ensuring their integrity and accessibility in perpetuity.Decentralised Learning Platforms: Woolf University, touted as the first blockchain-powered university, exemplifies the innovative deployment of blockchain in creating a decentralised educational ecosystem. By utilising smart contracts, Woolf University automates administrative tasks, facilitates direct engagement between stu...]]></description><guid isPermaLink="false">ALOmAa9v</guid><pubDate>Wed, 14 Feb 2024 08:48:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58681660/4ts6tukr4xydf2nce6jzcyxzz8k20no9qr4nldng.mp3" length="1229568" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d8729c6-6b19-4f43-8a30-98a02598f8df/5d8729c6-6b19-4f43-8a30-98a02598f8df.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d8729c6-6b19-4f43-8a30-98a02598f8df/5d8729c6-6b19-4f43-8a30-98a02598f8df.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d8729c6-6b19-4f43-8a30-98a02598f8df/5d8729c6-6b19-4f43-8a30-98a02598f8df.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Richard Foster-Fletcher explores blockchain’s impact on education, focusing on revolutionising credential verification, lifelong learning and fraud prevention. Highlighting examples from MIT and Woolf University, the article addresses technological...</itunes:subtitle><itunes:summary><![CDATA[Richard Foster-Fletcher explores blockchain’s impact on education, focusing on revolutionising credential verification, lifelong learning and fraud prevention. Highlighting examples from MIT and Woolf University, the article addresses technological challenges while inviting wider audience to reflect on ethical implications, promoting a balanced view on enhancing educational integrity and accessibility through blockchain.Blockchain in Education: Navigating Between Promise and PragmatismIn the academic discourse surrounding blockchain’s incursion into the education sector, the dialogue oscillates between heralding a new era of immutable record-keeping and tempering expectations with critical scrutiny. The intricate nature of this technology, often associated with cryptocurrencies, harbours a broader utility spectrum, particularly in credential verification, lifelong learning platforms, and the mitigation of fraud within the academic sphere.Analyses from sources such as XEROF, Reintech, and What After College offer a granular examination of blockchain’s practicality in education, detailing its capacity to engender a secure, transparent certification ecosystem​​​​​​. This technological intervention, by design, eschews centralised control, positing a paradigm where academic achievements are indelibly recorded on a decentralised ledger. Such a mechanism inherently buttresses the integrity of academic credentials, facilitating their seamless verification whilst obviating the propensity for fraudulent misrepresentation.Concomitantly, the conversation is punctuated by critical considerations of blockchain’s limitations and the propensity for overzealous extrapolations of its potential. The technology, while formidable in addressing certain inefficiencies, is not without its challenges—scalability, energy consumption, and the requisite for broad-based adoption being paramount among them. This nuanced discourse necessitates an appreciation of blockchain’s incremental benefits to the education sector rather than an uncritical acceptance of it as a panacea.Ethical and Practical Considerations in Blockchain’s Integration into EducationThe engagement of the scientific community with blockchain in education transcends mere technological adoption; it invites a reflection on the ethical, logistical, and pedagogical implications of integrating such a paradigm-shifting technology. As the media continues to chronicle this technological evolution, it bears the responsibility of fostering an informed, balanced narrative that privileges evidence over hyperbole. This endeavour ensures that the discourse surrounding blockchain in education is both comprehensive and grounded, providing a foundation upon which informed decisions regarding its integration into educational frameworks can be made.In the pursuit of delineating the impactful application of blockchain technology within the further education sector, let us examine three use cases that underscore the transformative potential of blockchain in reshaping educational paradigms.Immutable Academic Credentials: The Massachusetts Institute of Technology (MIT) has embarked on an initiative that leverages blockchain technology to issue digital diplomas to its graduates. This pioneering approach not only streamlines the verification process for employers and other institutions but also empowers students with permanent, tamper-proof access to their academic achievements. The blockchain-based system, dubbed ‘Blockcerts’, stands as a testament to how blockchain can revolutionise the management and authentication of academic records, ensuring their integrity and accessibility in perpetuity.Decentralised Learning Platforms: Woolf University, touted as the first blockchain-powered university, exemplifies the innovative deployment of blockchain in creating a decentralised educational ecosystem. By utilising smart contracts, Woolf University automates administrative tasks, facilitates direct engagement between...]]></itunes:summary><itunes:duration>308</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Using boundaries to manage workload</title><link>https://www.spreaker.com/episode/using-boundaries-to-manage-workload--58681657</link><description><![CDATA[Workload and well-being go hand in hand. With the recent ratification of initial recommendations from the Workload Reduction Taskforce, by the Minister of State for Schools and the general secretaries of the four main education unions, attention is once again focused on the expectations placed on leaders, teachers and support staff.Establishing clear boundaries, clarifying roles and expectations and the time available to fulfil them, can help facilitate more effective workload management; and promote wellbeing for yourself and your colleagues.Boundaries provide clarity about what’s expected and how it will be delivered, avoiding potential exploitation by others; help to build trust and mutual respect and improve relationships between colleagues, managers, and leaders. They maintain autonomy and a sense of self; sustain a healthy divide between professional and personal life; increase performance and boost overall well-being.Like most leadership skills, the ability to set and uphold boundaries — and relax them when necessary — is something that can be learned and improved. Initially, it may feel uncomfortable introducing new ones, or for others to adjust to them, but the long-term benefits are well worth it.If staff feel unable to set boundaries, or if those sets are not respected, well-being declines, stress levels heighten, and resentment grows.Leaders often feel obliged to respond immediately and always be available to everyone, which creates conflicting demands on time and an increase in stress. Setting and abiding by clear boundaries can reduce this conflict.It is also important to set personal boundaries, these help underpin the importance of self-care and promote personal and workplace wellbeing. Whether feeling pressure from others or putting this on yourself, it can be too easy to work long hours or when not feeling 100%, and this can be damaging in the long run.A good starting point is to clearly define between work and home life, and the hours you are prepared to work. Letting the amount of work dictate the length of your day, will result in disruption to a healthy work/life balance.Set your work time and prioritise tasks starting with the most important. Be disciplined about stopping once the time is completed – you can pick up where you left off next time. Times may need to be flexible; there are busier periods in every academic year, when there is simply more to be done and hours are likely to be longer – for example, during assessments and examinations.Encourage boundaries around in-school working hours and time spent working at home. Make them part of the culture, embed them using a coaching approach, with leaders modelling them. It is important to ensure everyone maintains them.Being disciplined about setting time frames and keeping to them is not always easy, and for many, it needs to be learnt. Whether boundaries are defined by the school or college, or personally, here are some points for consideration:LeadershipSchedule uninterrupted time for specific work or tasks, particularly those of high importanceEstablish clear expectations about acceptable conduct between all staff. PhysicalAvoid interactions with colleagues who reduce your effectiveness and as a leader coach those staff members who hurt othersAt home, keep work out of your bedroom and personal living areas, where possible.WorkloadAgree to tasks within your professional skills and have effective conversations if asked to take on tasks outside your abilitiesEffectively manage additional responsibilities that will adversely affect your contracted duties. Time and CommunicationSet times to read and respond to communications and agree on an acceptable response timeEnsure communication and expectations are clear and delivered through the right media Be ruthless with your time – create opportunities for breaks and non-work conversations, but limit time spent on non-work-related talk during scheduled work times. Common misconceptions about enforcing workpl...]]></description><guid isPermaLink="false">Y9B3A1zl</guid><pubDate>Wed, 14 Feb 2024 08:47:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58681657/ws9ojwh7sxtc3kzid1n4jfvsbehs5mc502xhzaf4.mp3" length="1321920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b240a55c-3c99-4689-8d43-e0d00e286859/b240a55c-3c99-4689-8d43-e0d00e286859.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b240a55c-3c99-4689-8d43-e0d00e286859/b240a55c-3c99-4689-8d43-e0d00e286859.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b240a55c-3c99-4689-8d43-e0d00e286859/b240a55c-3c99-4689-8d43-e0d00e286859.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Workload and well-being go hand in hand. With the recent ratification of initial recommendations from the Workload Reduction Taskforce, by the Minister of State for Schools and the general secretaries of the four main education unions, attention is...</itunes:subtitle><itunes:summary><![CDATA[Workload and well-being go hand in hand. With the recent ratification of initial recommendations from the Workload Reduction Taskforce, by the Minister of State for Schools and the general secretaries of the four main education unions, attention is once again focused on the expectations placed on leaders, teachers and support staff.Establishing clear boundaries, clarifying roles and expectations and the time available to fulfil them, can help facilitate more effective workload management; and promote wellbeing for yourself and your colleagues.Boundaries provide clarity about what’s expected and how it will be delivered, avoiding potential exploitation by others; help to build trust and mutual respect and improve relationships between colleagues, managers, and leaders. They maintain autonomy and a sense of self; sustain a healthy divide between professional and personal life; increase performance and boost overall well-being.Like most leadership skills, the ability to set and uphold boundaries — and relax them when necessary — is something that can be learned and improved. Initially, it may feel uncomfortable introducing new ones, or for others to adjust to them, but the long-term benefits are well worth it.If staff feel unable to set boundaries, or if those sets are not respected, well-being declines, stress levels heighten, and resentment grows.Leaders often feel obliged to respond immediately and always be available to everyone, which creates conflicting demands on time and an increase in stress. Setting and abiding by clear boundaries can reduce this conflict.It is also important to set personal boundaries, these help underpin the importance of self-care and promote personal and workplace wellbeing. Whether feeling pressure from others or putting this on yourself, it can be too easy to work long hours or when not feeling 100%, and this can be damaging in the long run.A good starting point is to clearly define between work and home life, and the hours you are prepared to work. Letting the amount of work dictate the length of your day, will result in disruption to a healthy work/life balance.Set your work time and prioritise tasks starting with the most important. Be disciplined about stopping once the time is completed – you can pick up where you left off next time. Times may need to be flexible; there are busier periods in every academic year, when there is simply more to be done and hours are likely to be longer – for example, during assessments and examinations.Encourage boundaries around in-school working hours and time spent working at home. Make them part of the culture, embed them using a coaching approach, with leaders modelling them. It is important to ensure everyone maintains them.Being disciplined about setting time frames and keeping to them is not always easy, and for many, it needs to be learnt. Whether boundaries are defined by the school or college, or personally, here are some points for consideration:LeadershipSchedule uninterrupted time for specific work or tasks, particularly those of high importanceEstablish clear expectations about acceptable conduct between all staff. PhysicalAvoid interactions with colleagues who reduce your effectiveness and as a leader coach those staff members who hurt othersAt home, keep work out of your bedroom and personal living areas, where possible.WorkloadAgree to tasks within your professional skills and have effective conversations if asked to take on tasks outside your abilitiesEffectively manage additional responsibilities that will adversely affect your contracted duties. Time and CommunicationSet times to read and respond to communications and agree on an acceptable response timeEnsure communication and expectations are clear and delivered through the right media Be ruthless with your time – create opportunities for breaks and non-work conversations, but limit time spent on non-work-related talk during scheduled work times. Common misconceptions about enforcing...]]></itunes:summary><itunes:duration>331</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI in Education: A Human Approach</title><link>https://www.spreaker.com/episode/ai-in-education-a-human-approach--58670900</link><description><![CDATA[Ben Knight, Head of Language, Content and Pedagogy at Oxford University Press, reflects on the enthusiasm shown for AI in education, and how we can ensure that the vital human elements of education are preserved during this period of exciting technological innovation.Educators’ Optimism and Concerns in the Era of AI in Education. A surprising aspect of the explosion of interest around AI in education is the enthusiasm from educators themselves. Teachers who have lived through various overhyped technology ‘revolutions’—language labs, MOOCs, Computer-Assisted Instruction, Badging, Blockchain, Google Glass—could be expected to roll their eyes at the noise around Generative AI. But in fact, there has been rapid recognition of the genuine impact that AI will have on teaching and learning—both on the pedagogy (the ‘how’) and the curriculum (the ‘what’). An OUP report on teachers’ response to AI found that more than 70% of teachers are optimistic about the role of AI in education.As teachers, they can see how AI can help them prepare better lessons faster. They can use AI-driven tools that provide so much more information about each student in their class, identifying who is falling behind and in which areas, and who is probably getting bored because they’re ahead of the pack. They can see how AI could help them with the perennial problem of mixed ability classes, personalising learning activities to each individual.For their students, they can see the goalposts are moving. Producing a passable essay without grammatical errors will no longer be an educational goal. The goal will be to develop in their students the skills to use Generative AI to produce outcomes—essays, analyses, designs, experiments, presentations—which are better than those ‘passable’ outcomes from unskilled users. We are moving from ‘What are the causes of global warming?’ to ‘Improve the accuracy of this report on the causes of global warming’.But there is also a growing awareness of the risks around AI. Education is an intensely human activity—developing the minds and lives of children and young adults. How can we ensure that AI is supporting our human goals and ways of thinking? How can we protect ourselves and students from the risks to privacy and security, of increasing stress levels, and the widening educational gap between the poor and the privileged?Fostering Human-Centered AI in Education. A Human-Centred AI (HCAI) approach aims to address these concerns. A leading proponent and author, Ben Shneiderman, sees the challenge to be creating a future with computing devices that dramatically amplify human abilities, empowering people and ensuring human control. HCAI requires clarity about human needs and human control.We can start by thinking about where educators currently struggle to meet needs and where AI could help. A few examples might include help with managing a class with mixed abilities and interests; tailoring classroom activities to make them more relevant to their students; and giving instant personalised feedback to students on their assignments.Some necessary administration tasks are very doable but take up valuable time which could be better spent on teaching—meaning that AI could assist with attendance checks, sending reminders to students when homework is due, and creating reports for parents, managers, and students.The other dimension to HCAI is human control. Shneiderman argues that we are misled by journalistic and sci-fi tropes into seeing AI as autonomous intelligent agents. While this is not completely baseless, it doesn’t reflect the reality of AI in most cases. We should instead see AI as a ‘supertool’: something humans have designed to meet our needs, and under our control. Building ‘human control’ into AI requires us to think about where automation is needed, where human control is needed, and we need combinations of both.In education, we need options for human control when decisions need to consider qualitative or emotional dimensio...]]></description><guid isPermaLink="false">597w779R</guid><pubDate>Tue, 13 Feb 2024 09:06:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58670900/j79vn7mqdevfjmevcok5lpguj7a45zztd0fv3pib.mp3" length="1309920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98/4ea31ffe-5bc2-4a1e-8bbd-3f5f34b30e98.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ben Knight, Head of Language, Content and Pedagogy at Oxford University Press, reflects on the enthusiasm shown for AI in education, and how we can ensure that the vital human elements of education are preserved during this period of exciting...</itunes:subtitle><itunes:summary><![CDATA[Ben Knight, Head of Language, Content and Pedagogy at Oxford University Press, reflects on the enthusiasm shown for AI in education, and how we can ensure that the vital human elements of education are preserved during this period of exciting technological innovation.Educators’ Optimism and Concerns in the Era of AI in Education. A surprising aspect of the explosion of interest around AI in education is the enthusiasm from educators themselves. Teachers who have lived through various overhyped technology ‘revolutions’—language labs, MOOCs, Computer-Assisted Instruction, Badging, Blockchain, Google Glass—could be expected to roll their eyes at the noise around Generative AI. But in fact, there has been rapid recognition of the genuine impact that AI will have on teaching and learning—both on the pedagogy (the ‘how’) and the curriculum (the ‘what’). An OUP report on teachers’ response to AI found that more than 70% of teachers are optimistic about the role of AI in education.As teachers, they can see how AI can help them prepare better lessons faster. They can use AI-driven tools that provide so much more information about each student in their class, identifying who is falling behind and in which areas, and who is probably getting bored because they’re ahead of the pack. They can see how AI could help them with the perennial problem of mixed ability classes, personalising learning activities to each individual.For their students, they can see the goalposts are moving. Producing a passable essay without grammatical errors will no longer be an educational goal. The goal will be to develop in their students the skills to use Generative AI to produce outcomes—essays, analyses, designs, experiments, presentations—which are better than those ‘passable’ outcomes from unskilled users. We are moving from ‘What are the causes of global warming?’ to ‘Improve the accuracy of this report on the causes of global warming’.But there is also a growing awareness of the risks around AI. Education is an intensely human activity—developing the minds and lives of children and young adults. How can we ensure that AI is supporting our human goals and ways of thinking? How can we protect ourselves and students from the risks to privacy and security, of increasing stress levels, and the widening educational gap between the poor and the privileged?Fostering Human-Centered AI in Education. A Human-Centred AI (HCAI) approach aims to address these concerns. A leading proponent and author, Ben Shneiderman, sees the challenge to be creating a future with computing devices that dramatically amplify human abilities, empowering people and ensuring human control. HCAI requires clarity about human needs and human control.We can start by thinking about where educators currently struggle to meet needs and where AI could help. A few examples might include help with managing a class with mixed abilities and interests; tailoring classroom activities to make them more relevant to their students; and giving instant personalised feedback to students on their assignments.Some necessary administration tasks are very doable but take up valuable time which could be better spent on teaching—meaning that AI could assist with attendance checks, sending reminders to students when homework is due, and creating reports for parents, managers, and students.The other dimension to HCAI is human control. Shneiderman argues that we are misled by journalistic and sci-fi tropes into seeing AI as autonomous intelligent agents. While this is not completely baseless, it doesn’t reflect the reality of AI in most cases. We should instead see AI as a ‘supertool’: something humans have designed to meet our needs, and under our control. Building ‘human control’ into AI requires us to think about where automation is needed, where human control is needed, and we need combinations of both.In education, we need options for human control when decisions need to consider qualitative or emotional...]]></itunes:summary><itunes:duration>328</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Rethinking healthcare models to stimulate UK economic recovery</title><link>https://www.spreaker.com/episode/rethinking-healthcare-models-to-stimulate-uk-economic-recovery--58670898</link><description><![CDATA[The facts speak for themselves on the link between health and wealth, and the root causes for vulnerable populations being unemployed.An IPPR study reveals that 25% of economically inactive individuals reside in the 50 areas in England with high poor health, indicating a “double injustice” with lower household income and higher poverty.  ONS statistics show those in deprived areas are 1.5 times more likely to be economically inactive and twice as likely to be in poor health. Identified as “bad health black spots,” cities like Liverpool, Manchester, and Nottingham have high rates of poor health and economic inactivity.The latest report by the Resolution Foundation exposes a widening gap between wealthier parts of the South and regions with higher deprivation. The report states that 5.8% of the working-age population is currently off work due to ill health, up from 5.1% pre-pandemic. Significantly higher rates of long-term sickness are observed in poorer regions, with up to 9.1% in West Wales. Geographical disparities underscore the need for targeted interventions to address health inequalities.The Child Poverty Action Group (CPAG) has warned that thousands of British people in receipt of regular benefits payments from the Department for Work and Pensions (DWP) face seeing their entitlement cut from April 2024 unless they actively seek employment. This policy, while ostensibly aimed at boosting workforce participation, raises serious concerns about the potential negative impact on vulnerable members of society.In light of the current challenges posed by the post-pandemic era and the escalating cost-of-living crisis, it’s imperative to explore alternative, long-term solutions that address the root cause of unemployment.These solutions will not be short-term fixes but rather need to address the wider environmental and social factors to ensure the wellbeing of vulnerable people. Alongside this, these solutions must promote a more active, healthier, and more productive workforce to stimulate sustainable economic recovery and growth.Gaps in a Retrospective Policy Approach. Forcing individuals with physical or mental health issues to choose between their livelihoods and benefits could exacerbate existing social inequalities and jeopardize the wellbeing of some of the most vulnerable members of society. These existing inequalities are highlighted in a report by South Yorkshire’s NHS Integrated Care Board which shows that “people living in our most deprived areas have both shorter lives and are living those years in poorer health”.Retrospective measures such as benefit cuts may indeed spur a short-term increase in employment, but they fail to address underlying issues which hinder individuals from productively joining and rejoining the workforce.This approach may also prove counterproductive in the long-term, due to the increased strain on social and healthcare services as individuals struggle with the consequences of diminished mental and physical wellbeing.To create a sustainable and inclusive workforce, the government must recognise the pivotal economic impact that physical and mental health have and invest in long-term preventative health measures.Driving Economic Benefits. Research has shown that higher levels of stress can lead to burnout, while a happier, healthier workforce is more productive. Businesses which prioritise wellbeing report employees taking fewer sick days, delivering higher performance, and having lower rates of burnout and turnover.  This shows how the state of workforces is a joint business, health and economic concern.The economic benefits of a healthier and more engaged workforce cannot be understated. Improved worker wellbeing and mental health translates directly into increased productivity. With the latest ONS figures showing that the UK economy is still not growing enough to quell fears of recession, focusing on the health and wellbeing of the workforce becomes a strategic imperative to drive economic reco...]]></description><guid isPermaLink="false">29pGK6xr</guid><pubDate>Tue, 13 Feb 2024 09:05:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58670898/zdh9zpvk9f7kyx287myeuw2hturnzzssabis6e38.mp3" length="1818432" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c243310-e7e3-4510-bd71-99097b9bca4d/0c243310-e7e3-4510-bd71-99097b9bca4d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c243310-e7e3-4510-bd71-99097b9bca4d/0c243310-e7e3-4510-bd71-99097b9bca4d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c243310-e7e3-4510-bd71-99097b9bca4d/0c243310-e7e3-4510-bd71-99097b9bca4d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The facts speak for themselves on the link between health and wealth, and the root causes for vulnerable populations being unemployed.An IPPR study reveals that 25% of economically inactive individuals reside in the 50 areas in England with high poor...</itunes:subtitle><itunes:summary><![CDATA[The facts speak for themselves on the link between health and wealth, and the root causes for vulnerable populations being unemployed.An IPPR study reveals that 25% of economically inactive individuals reside in the 50 areas in England with high poor health, indicating a “double injustice” with lower household income and higher poverty.  ONS statistics show those in deprived areas are 1.5 times more likely to be economically inactive and twice as likely to be in poor health. Identified as “bad health black spots,” cities like Liverpool, Manchester, and Nottingham have high rates of poor health and economic inactivity.The latest report by the Resolution Foundation exposes a widening gap between wealthier parts of the South and regions with higher deprivation. The report states that 5.8% of the working-age population is currently off work due to ill health, up from 5.1% pre-pandemic. Significantly higher rates of long-term sickness are observed in poorer regions, with up to 9.1% in West Wales. Geographical disparities underscore the need for targeted interventions to address health inequalities.The Child Poverty Action Group (CPAG) has warned that thousands of British people in receipt of regular benefits payments from the Department for Work and Pensions (DWP) face seeing their entitlement cut from April 2024 unless they actively seek employment. This policy, while ostensibly aimed at boosting workforce participation, raises serious concerns about the potential negative impact on vulnerable members of society.In light of the current challenges posed by the post-pandemic era and the escalating cost-of-living crisis, it’s imperative to explore alternative, long-term solutions that address the root cause of unemployment.These solutions will not be short-term fixes but rather need to address the wider environmental and social factors to ensure the wellbeing of vulnerable people. Alongside this, these solutions must promote a more active, healthier, and more productive workforce to stimulate sustainable economic recovery and growth.Gaps in a Retrospective Policy Approach. Forcing individuals with physical or mental health issues to choose between their livelihoods and benefits could exacerbate existing social inequalities and jeopardize the wellbeing of some of the most vulnerable members of society. These existing inequalities are highlighted in a report by South Yorkshire’s NHS Integrated Care Board which shows that “people living in our most deprived areas have both shorter lives and are living those years in poorer health”.Retrospective measures such as benefit cuts may indeed spur a short-term increase in employment, but they fail to address underlying issues which hinder individuals from productively joining and rejoining the workforce.This approach may also prove counterproductive in the long-term, due to the increased strain on social and healthcare services as individuals struggle with the consequences of diminished mental and physical wellbeing.To create a sustainable and inclusive workforce, the government must recognise the pivotal economic impact that physical and mental health have and invest in long-term preventative health measures.Driving Economic Benefits. Research has shown that higher levels of stress can lead to burnout, while a happier, healthier workforce is more productive. Businesses which prioritise wellbeing report employees taking fewer sick days, delivering higher performance, and having lower rates of burnout and turnover.  This shows how the state of workforces is a joint business, health and economic concern.The economic benefits of a healthier and more engaged workforce cannot be understated. Improved worker wellbeing and mental health translates directly into increased productivity. With the latest ONS figures showing that the UK economy is still not growing enough to quell fears of recession, focusing on the health and wellbeing of the workforce becomes a strategic imperative to drive economic...]]></itunes:summary><itunes:duration>455</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Closing the gender gap in science and technology</title><link>https://www.spreaker.com/episode/closing-the-gender-gap-in-science-and-technology--58654448</link><description><![CDATA[A significant gender gap persists in many STEM fields. To mark International Day of Women and Girls in Science, we look at how early intervention and collaboration between the private, charity and education sectors can accelerate progress towards gender parity and inclusion.11 February marks International Day of Women and Girls in Science: the UN’s annual day dedicated to promoting the full and equal access of girls and women in science, technology, engineering and maths (STEM).Whilst the STEM sector is continuing to grow rapidly – with over 1.9 million STEM professionals needed in the UK by 2035 – women remain underrepresented in many areas of the industry, including computer science, AI and engineering. Government figures show that women still only make up around a quarter of the total STEM workforce, as well as typically earning less than men.Barriers exist for women and girls in STEM at multiple levels, from school to home, the workplace to wider society. The all-pervasive nature of these challenges makes it a difficult cycle to break. Yet closer partnerships between the private, charity and education sectors offers cause for optimism and opportunities to accelerate the pace of change. By pooling resources and taking targeted, collective action to improve learning and networking opportunities in STEM, we can make progress in addressing the gender imbalance at an early age.Understanding the barriers. It is important to understand that societal norms and stereotypes influence the interests and career ambitions for both girls and boys from a young age. For example, a joint UCL study into children’s career aspirations found that boys tend to be attracted to technical and physical occupations, and girls to caring and creative jobs. Of the 13,000 UK primary school children surveyed, nearly double the number of boys wanted to become scientists compared to girls, and over four times as many boys wanted to become engineers (civil, mechanical, electrical) than girls.These stereotypes are then embedded further by a lack of female role-models pursuing STEM education and related careers, to provide much needed leadership, visibility and mentorship to other women and girls. Tellingly, less than half of British adults can name a female scientist, according to a poll commissioned by Teach First. A lack of clear representation makes it difficult to challenge the stereotypes learned early on. Once women do enter the STEM workplace – despite already competing against the odds – barriers continue to exist that disadvantage women pursuing STEM related careers. Bias in the recruitment and promotion processes afford opportunities disproportionately to men, whilst workplace cultures, processes and policies in often male-dominated environments may not be conducive to nurturing and supporting female talent. This can range from lack of sponsorship opportunities for women to poor flexible working policies. According to the STEM Returners Index 2023, 24% of women returning to the engineering industry after a career break report recruitment bias, compared to 9% of men.Growing awareness of the root causes of these gender imbalances is a step in the right direction. However, understanding must translate into action. This is where partnerships between private companies, charitable organisations and the education sector can play an important role in shifting the needle towards gender parity and inclusion.Intervening early to challenge stereotypesAs a priority, we need to focus efforts at an early age before unhelpful stereotypes take hold. Whilst change and interventions are clearly needed at all levels to break the cycle of underrepresentation, given data shows that gender stereotypes are already embedded by the age of seven, we must begin tackling them before then.The education sector is an obvious battleground for changing stereotypes, thanks to the direct, formative role teachers and schools play in shaping children’s perceptions of the world. However,...]]></description><guid isPermaLink="false">MzjV0lzK</guid><pubDate>Mon, 12 Feb 2024 08:57:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58654448/k2zmzbzdsbgn1xwedidkdakkujtt5xelvgcfrfdi.mp3" length="1785312" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87b5fc53-a1f5-4f85-983a-66d08da83da2/87b5fc53-a1f5-4f85-983a-66d08da83da2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87b5fc53-a1f5-4f85-983a-66d08da83da2/87b5fc53-a1f5-4f85-983a-66d08da83da2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87b5fc53-a1f5-4f85-983a-66d08da83da2/87b5fc53-a1f5-4f85-983a-66d08da83da2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>A significant gender gap persists in many STEM fields. To mark International Day of Women and Girls in Science, we look at how early intervention and collaboration between the private, charity and education sectors can accelerate progress towards...</itunes:subtitle><itunes:summary><![CDATA[A significant gender gap persists in many STEM fields. To mark International Day of Women and Girls in Science, we look at how early intervention and collaboration between the private, charity and education sectors can accelerate progress towards gender parity and inclusion.11 February marks International Day of Women and Girls in Science: the UN’s annual day dedicated to promoting the full and equal access of girls and women in science, technology, engineering and maths (STEM).Whilst the STEM sector is continuing to grow rapidly – with over 1.9 million STEM professionals needed in the UK by 2035 – women remain underrepresented in many areas of the industry, including computer science, AI and engineering. Government figures show that women still only make up around a quarter of the total STEM workforce, as well as typically earning less than men.Barriers exist for women and girls in STEM at multiple levels, from school to home, the workplace to wider society. The all-pervasive nature of these challenges makes it a difficult cycle to break. Yet closer partnerships between the private, charity and education sectors offers cause for optimism and opportunities to accelerate the pace of change. By pooling resources and taking targeted, collective action to improve learning and networking opportunities in STEM, we can make progress in addressing the gender imbalance at an early age.Understanding the barriers. It is important to understand that societal norms and stereotypes influence the interests and career ambitions for both girls and boys from a young age. For example, a joint UCL study into children’s career aspirations found that boys tend to be attracted to technical and physical occupations, and girls to caring and creative jobs. Of the 13,000 UK primary school children surveyed, nearly double the number of boys wanted to become scientists compared to girls, and over four times as many boys wanted to become engineers (civil, mechanical, electrical) than girls.These stereotypes are then embedded further by a lack of female role-models pursuing STEM education and related careers, to provide much needed leadership, visibility and mentorship to other women and girls. Tellingly, less than half of British adults can name a female scientist, according to a poll commissioned by Teach First. A lack of clear representation makes it difficult to challenge the stereotypes learned early on. Once women do enter the STEM workplace – despite already competing against the odds – barriers continue to exist that disadvantage women pursuing STEM related careers. Bias in the recruitment and promotion processes afford opportunities disproportionately to men, whilst workplace cultures, processes and policies in often male-dominated environments may not be conducive to nurturing and supporting female talent. This can range from lack of sponsorship opportunities for women to poor flexible working policies. According to the STEM Returners Index 2023, 24% of women returning to the engineering industry after a career break report recruitment bias, compared to 9% of men.Growing awareness of the root causes of these gender imbalances is a step in the right direction. However, understanding must translate into action. This is where partnerships between private companies, charitable organisations and the education sector can play an important role in shifting the needle towards gender parity and inclusion.Intervening early to challenge stereotypesAs a priority, we need to focus efforts at an early age before unhelpful stereotypes take hold. Whilst change and interventions are clearly needed at all levels to break the cycle of underrepresentation, given data shows that gender stereotypes are already embedded by the age of seven, we must begin tackling them before then.The education sector is an obvious battleground for changing stereotypes, thanks to the direct, formative role teachers and schools play in shaping children’s perceptions of the world....]]></itunes:summary><itunes:duration>447</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Further education colleges are vital and a more accessible way for many to gain higher education qualifications</title><link>https://www.spreaker.com/episode/further-education-colleges-are-vital-and-a-more-accessible-way-for-many-to-gain-higher-education-qualifications--58654447</link><description><![CDATA[Local further education colleges are ‘the way to go’ for studying towards a foundation degree, HNC or HND and provide an alternative pathway to traditional universities, opening doors to education for many who might face barriers in pursuing higher education through conventional means. Here, Gower College Swansea Chief Executive, Mark Jones, shares his thoughts.Last Autumn saw Gower College Swansea hold our annual Higher Education Graduation ceremony for students studying higher education and professional courses at the college.Breadth of HE offer at FE collegesAttendees at our graduation events are always surprised by the sheer diversity of higher education courses delivered by the college. Whilst most HE students attending university graduations are collecting their undergraduate (Level 6) or postgraduate awards, things look a little different in a College setting. Students here are studying at Level 4, 5, 6 and 7 – HE students at the College were collecting their HNCs (Level 4), HNDs and Foundation Degrees (Level 5), National Vocational Qualifications and Professional Qualifications (Level 4 to 7). Some were even collecting their full undergraduate BSc or BA (Level 6) qualifications. Indeed, recent research suggests that FE institutions have been the market leaders in level 4 and 5 programmes for a considerable time.But whatever the course, the quality of teaching and learning remains consistently high. To achieve this, we work closely with our HE partners. In the case of Gower College Swansea, we enjoy strong partnerships with Swansea University, University of Wales Trinity Saint David, Cardiff University, Cardiff Metropolitan University and the University of South Wales – all of whom franchise the delivery of programmes to us. We are also subject to assessment by the Quality Assurance Agency in the same way that our university partners are.Diversity of learners. As well as the diverse range of HE courses delivered at the college, so too is the range of students who study here. Many students are a little older, possibly returning to education to develop their skills, knowledge and career aspirations. The student cohort is very much representative of the local communities that the college serves. At this year’s graduation ceremony, I was once again taken by the number of mums and dads receiving awards, whilst their children tried on their ‘hats’ whilst looking up to their parents and being so proud of their awards that they have worked so diligently to achieve. It was a great atmosphere.Flexibility of study. Whilst a number of our students study on a full-time basis, many others study part time specifically those who are employed, and as such, a strong relationship between the employer, the employee and the college is key to the ultimate success for all FE students. What this means is that not only are courses tailored to meet the needs of local employers in construction, social care, software design and development, housing, and facilities management, but individual modules or assessments within these programmes can often be tailored to meet the specific needs of these employers. Many of the college lecturers have come from industry – prior to them training as lecturers – and so this adds even further credibility to the HE experience.Studying higher education at a further education college can be very different from studying at a university. Most colleges have discrete HE centres, with smaller class sizes and courses that are generally more vocational and linked to local priorities and local employers. Students have the best of both worlds; in that they are members of both the college and the franchising university and as such for those students achieve a Level 6 qualification, they are invited to attend both the University and the College graduation events.What the future looks like for HE in FE in WalesWith the introduction of the new Commission for Tertiary Education and Research this year which will bring universities...]]></description><guid isPermaLink="false">MLdQynxg</guid><pubDate>Mon, 12 Feb 2024 08:54:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58654447/bqfmrf3sn8we7cmr8occqen7yioxouzc1xffectj.mp3" length="1205760" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d485f8c0-1290-4c0f-a494-bbbc8a79b769/d485f8c0-1290-4c0f-a494-bbbc8a79b769.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d485f8c0-1290-4c0f-a494-bbbc8a79b769/d485f8c0-1290-4c0f-a494-bbbc8a79b769.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d485f8c0-1290-4c0f-a494-bbbc8a79b769/d485f8c0-1290-4c0f-a494-bbbc8a79b769.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Local further education colleges are ‘the way to go’ for studying towards a foundation degree, HNC or HND and provide an alternative pathway to traditional universities, opening doors to education for many who might face barriers in pursuing higher...</itunes:subtitle><itunes:summary><![CDATA[Local further education colleges are ‘the way to go’ for studying towards a foundation degree, HNC or HND and provide an alternative pathway to traditional universities, opening doors to education for many who might face barriers in pursuing higher education through conventional means. Here, Gower College Swansea Chief Executive, Mark Jones, shares his thoughts.Last Autumn saw Gower College Swansea hold our annual Higher Education Graduation ceremony for students studying higher education and professional courses at the college.Breadth of HE offer at FE collegesAttendees at our graduation events are always surprised by the sheer diversity of higher education courses delivered by the college. Whilst most HE students attending university graduations are collecting their undergraduate (Level 6) or postgraduate awards, things look a little different in a College setting. Students here are studying at Level 4, 5, 6 and 7 – HE students at the College were collecting their HNCs (Level 4), HNDs and Foundation Degrees (Level 5), National Vocational Qualifications and Professional Qualifications (Level 4 to 7). Some were even collecting their full undergraduate BSc or BA (Level 6) qualifications. Indeed, recent research suggests that FE institutions have been the market leaders in level 4 and 5 programmes for a considerable time.But whatever the course, the quality of teaching and learning remains consistently high. To achieve this, we work closely with our HE partners. In the case of Gower College Swansea, we enjoy strong partnerships with Swansea University, University of Wales Trinity Saint David, Cardiff University, Cardiff Metropolitan University and the University of South Wales – all of whom franchise the delivery of programmes to us. We are also subject to assessment by the Quality Assurance Agency in the same way that our university partners are.Diversity of learners. As well as the diverse range of HE courses delivered at the college, so too is the range of students who study here. Many students are a little older, possibly returning to education to develop their skills, knowledge and career aspirations. The student cohort is very much representative of the local communities that the college serves. At this year’s graduation ceremony, I was once again taken by the number of mums and dads receiving awards, whilst their children tried on their ‘hats’ whilst looking up to their parents and being so proud of their awards that they have worked so diligently to achieve. It was a great atmosphere.Flexibility of study. Whilst a number of our students study on a full-time basis, many others study part time specifically those who are employed, and as such, a strong relationship between the employer, the employee and the college is key to the ultimate success for all FE students. What this means is that not only are courses tailored to meet the needs of local employers in construction, social care, software design and development, housing, and facilities management, but individual modules or assessments within these programmes can often be tailored to meet the specific needs of these employers. Many of the college lecturers have come from industry – prior to them training as lecturers – and so this adds even further credibility to the HE experience.Studying higher education at a further education college can be very different from studying at a university. Most colleges have discrete HE centres, with smaller class sizes and courses that are generally more vocational and linked to local priorities and local employers. Students have the best of both worlds; in that they are members of both the college and the franchising university and as such for those students achieve a Level 6 qualification, they are invited to attend both the University and the College graduation events.What the future looks like for HE in FE in WalesWith the introduction of the new Commission for Tertiary Education and Research this year which will bring...]]></itunes:summary><itunes:duration>302</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Three cheers for apprenticeships, two for the apprenticeship levy</title><link>https://www.spreaker.com/episode/three-cheers-for-apprenticeships-two-for-the-apprenticeship-levy--58621048</link><description><![CDATA[In this article, Andy Forbes, Head of Development at the Lifelong Education Institute, celebrates apprenticeships but expresses concerns about the apprenticeship levy. Despite its significant funding impact, four urgent issues need to be addressed.National Apprenticeship Week is here again, providing an opportunity for us all to celebrate the achievements of the half a million apprentices working hard in all kinds of sectors across the whole country.Over the last twenty years there has been a welcome revival of the apprenticeship system, along with a growing endorsement from across the political spectrum of the crucial role it plays in meeting the nation’s skills needs.The Lifelong Education Institute is more than happy to join this applause for a training pathway that reaches parts traditional education can’t reach, engages such a wide range of people of working age in relevant, meaningful work-based training, and fosters productive relationships between employers, employees and training providers. It is an essential part of modern adult education.But it’s hard to be as enthusiastic about the system that has funded it since 2017, the apprenticeship levy. The one big positive is that it has raised a large amount of additional money from employers to fund much needed skills training, currently estimated at over £4 billion. To put this in context, total annual spending on 16–19-year-old students is around £7.5 billion, so the levy is a very significant resource. However, there are four big problems with it that urgently need to be addressed.Challenges and Concerns with the Apprenticeship LevyFirstly, higher and degree apprenticeships are gobbling up an ever-larger proportion of the overall levy budget. The latest figures show that over a third of new apprentices started on higher and degree apprenticeships, and because these are typically longer programmes funded at higher bands, this represents a far higher proportion of the total spend. These students tend to be older, on higher salaries, and more likely to have gone on to a university degree course in any case. In effect, the levy is providing a loan-free route to getting a degree, so it’s no surprise it’s growing in popularity. But is this sucking resource away from more disadvantaged groups who need access to training?Which brings us to the second problem. The rise in higher apprenticeships is being accompanied by a steady fall in the proportion of intermediate (level 2) apprenticeships, down from a pre-levy peak of nearly 400,000 to just over 100,000. Level 2 apprentices are far more likely to be younger, poorer and in lower-skilled jobs, and for them the apprenticeship route is a vital training ladder to get into better paid, more secure employment. This ladder appears to be losing most of its rungs.Thirdly, the decline in intermediate apprenticeships is also linked to the barriers small firms have in taking on apprentices, a daunting exercise given the bureaucracy involved in navigating the levy system, not to mention the time needed to find and select young people. Without HR departments, most small firms rely on providers to help them do both, but there is no extra funding for this, so many just don’t bother. As small and medium sized enterprises (SMEs) are where the vast majority of us work, this is surely an unintended – and undesirable – outcome.Fourthly, not all the levy funds raised go into apprenticeships. The Treasury sets an Apprenticeship budget at each spending review, which over the past couple of years has been well below the amount raised. Between 2017 and 2022 the levy raised £580 million more than was spent; this year, alone it’s likely to be an eye-watering £1.4 billion more. In effect, only two thirds of apprenticeship levy receipts are being spent on apprenticeships.So, a big hooray for apprenticeships and for the funding boost the levy has provided. But a big sigh for the way in which the operation of the levy risks undermining apprenticeships as a l...]]></description><guid isPermaLink="false">bx1Bja9D</guid><pubDate>Fri, 09 Feb 2024 08:49:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58621048/16hsyky9rkxjdf7s6qp4qmkmaxdxouj9t7ivlfqv.mp3" length="968928" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a55f571-aeab-44f5-ba14-8673f2316594/0a55f571-aeab-44f5-ba14-8673f2316594.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a55f571-aeab-44f5-ba14-8673f2316594/0a55f571-aeab-44f5-ba14-8673f2316594.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a55f571-aeab-44f5-ba14-8673f2316594/0a55f571-aeab-44f5-ba14-8673f2316594.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Andy Forbes, Head of Development at the Lifelong Education Institute, celebrates apprenticeships but expresses concerns about the apprenticeship levy. Despite its significant funding impact, four urgent issues need to be...</itunes:subtitle><itunes:summary><![CDATA[In this article, Andy Forbes, Head of Development at the Lifelong Education Institute, celebrates apprenticeships but expresses concerns about the apprenticeship levy. Despite its significant funding impact, four urgent issues need to be addressed.National Apprenticeship Week is here again, providing an opportunity for us all to celebrate the achievements of the half a million apprentices working hard in all kinds of sectors across the whole country.Over the last twenty years there has been a welcome revival of the apprenticeship system, along with a growing endorsement from across the political spectrum of the crucial role it plays in meeting the nation’s skills needs.The Lifelong Education Institute is more than happy to join this applause for a training pathway that reaches parts traditional education can’t reach, engages such a wide range of people of working age in relevant, meaningful work-based training, and fosters productive relationships between employers, employees and training providers. It is an essential part of modern adult education.But it’s hard to be as enthusiastic about the system that has funded it since 2017, the apprenticeship levy. The one big positive is that it has raised a large amount of additional money from employers to fund much needed skills training, currently estimated at over £4 billion. To put this in context, total annual spending on 16–19-year-old students is around £7.5 billion, so the levy is a very significant resource. However, there are four big problems with it that urgently need to be addressed.Challenges and Concerns with the Apprenticeship LevyFirstly, higher and degree apprenticeships are gobbling up an ever-larger proportion of the overall levy budget. The latest figures show that over a third of new apprentices started on higher and degree apprenticeships, and because these are typically longer programmes funded at higher bands, this represents a far higher proportion of the total spend. These students tend to be older, on higher salaries, and more likely to have gone on to a university degree course in any case. In effect, the levy is providing a loan-free route to getting a degree, so it’s no surprise it’s growing in popularity. But is this sucking resource away from more disadvantaged groups who need access to training?Which brings us to the second problem. The rise in higher apprenticeships is being accompanied by a steady fall in the proportion of intermediate (level 2) apprenticeships, down from a pre-levy peak of nearly 400,000 to just over 100,000. Level 2 apprentices are far more likely to be younger, poorer and in lower-skilled jobs, and for them the apprenticeship route is a vital training ladder to get into better paid, more secure employment. This ladder appears to be losing most of its rungs.Thirdly, the decline in intermediate apprenticeships is also linked to the barriers small firms have in taking on apprentices, a daunting exercise given the bureaucracy involved in navigating the levy system, not to mention the time needed to find and select young people. Without HR departments, most small firms rely on providers to help them do both, but there is no extra funding for this, so many just don’t bother. As small and medium sized enterprises (SMEs) are where the vast majority of us work, this is surely an unintended – and undesirable – outcome.Fourthly, not all the levy funds raised go into apprenticeships. The Treasury sets an Apprenticeship budget at each spending review, which over the past couple of years has been well below the amount raised. Between 2017 and 2022 the levy raised £580 million more than was spent; this year, alone it’s likely to be an eye-watering £1.4 billion more. In effect, only two thirds of apprenticeship levy receipts are being spent on apprenticeships.So, a big hooray for apprenticeships and for the funding boost the levy has provided. But a big sigh for the way in which the operation of the levy risks undermining apprenticeships as...]]></itunes:summary><itunes:duration>243</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Breaking down barriers in the Early Careers space</title><link>https://www.spreaker.com/episode/breaking-down-barriers-in-the-early-careers-space--58621046</link><description><![CDATA[Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners discusses how we can come together to break down the barriers in the Early Careers space, including functional skills, to increase the apprenticeship completion rate and reach the Government’s targets.2024 marks a milestone year for Early Careers at Coca-Cola Europacific Partners as we celebrate a decade since the introduction of our company-wide apprenticeship programme. What started as a small cohort of five engineering apprentices has grown to a 177-strong group that spans multi sectors, including Supply Chain, Logistics, Field Sales, Business Administration and Legal. National Apprenticeship Week marks the perfect time to reflect on how far we’ve come, while looking at opportunities for this space to evolve further.We’ve been on a mission to ensure that early careers opportunities are open to all demographics and backgrounds from day one. The last ten years have been filled with a multitude of learnings and adaptations as we continue to strive towards achieving this goal.Identifying the barriers within apprenticeshipsThe UK Government has set a target of a 67% completion rate amongst those that enter an apprenticeship programme. Yet in England the completion rate is 53%. While many factors could play a role in this rate, we’re noticing that functional skills (English and Maths qualifications) can be a significant barrier for many completing apprenticeships, and could be playing a part in this lag.As a minimum requirement to complete an apprenticeship, learners need to obtain a function skills qualification if they don’t or can’t prove they hold a grade four or equivalent in GCSE Maths and English.While we recognise the need for assessments of skills, we’ve seen first-hand that lower completion rates for apprenticeships can be traced back to incomplete functional skills requirements. It’s often that the exams required are not relevant for the role apprentices are training for, and many have called for functional skills to be removed from the curriculum.I’ve been speaking to MPs and industry leaders about the need for change and discuss potential amendments to the current process too. There could be great benefit in removing or contextualising Maths in particular to align it to the apprenticeship sector that the candidate is undertaking. We could also consider options where candidates can access funding to complete their English and Maths exams before they start their apprenticeship, to alleviate the pressure of completing extra exams at the same time as their apprenticeship.Enabling opportunities for lifelong learning. Our belief is that learning shouldn’t stop after your schooling years, nor should it stop because you’re no longer in the early stages of your career. All colleagues should have equal development opportunities, so we’re always looking for ways to overcome obstacles to learning, and prove that age is no barrier.In addition to our traditional apprenticeship programme, we introduced our Career Builder scheme in 2017, which enables colleagues at any point in their career to take on further learning, regardless of their current position or tenure.So far, 144 colleagues have completed the Career Builder scheme, giving more people the opportunity to achieve new heights in their careers, whether it’s a qualification in a different sector or a degree apprenticeship.Plugging the skills gap. Those heading up businesses and its early careers offering will likely agree there is a noticeable skills gap across many sectors, and particularly in STEM subjects. At CCEP, we’re particularly keen on increasing the number of engineers coming through our talent pipeline, and especially the number of female engineers.This is where the opportunity that lies in successful apprenticeship programmes really comes to light – helping to fill more positions by equipping the next wave of talent with the skills they need for these roles.There are again many factors that...]]></description><guid isPermaLink="false">Y9gDnOzk</guid><pubDate>Fri, 09 Feb 2024 08:47:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58621046/xg4kcszlv5qobvzyfmmuv0x9ysrzuz7kqqlt28ix.mp3" length="1118016" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb4b05a1-903c-498b-beb7-628d723d7af3/eb4b05a1-903c-498b-beb7-628d723d7af3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb4b05a1-903c-498b-beb7-628d723d7af3/eb4b05a1-903c-498b-beb7-628d723d7af3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb4b05a1-903c-498b-beb7-628d723d7af3/eb4b05a1-903c-498b-beb7-628d723d7af3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners discusses how we can come together to break down the barriers in the Early Careers space, including functional skills, to increase the apprenticeship completion rate and reach...</itunes:subtitle><itunes:summary><![CDATA[Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners discusses how we can come together to break down the barriers in the Early Careers space, including functional skills, to increase the apprenticeship completion rate and reach the Government’s targets.2024 marks a milestone year for Early Careers at Coca-Cola Europacific Partners as we celebrate a decade since the introduction of our company-wide apprenticeship programme. What started as a small cohort of five engineering apprentices has grown to a 177-strong group that spans multi sectors, including Supply Chain, Logistics, Field Sales, Business Administration and Legal. National Apprenticeship Week marks the perfect time to reflect on how far we’ve come, while looking at opportunities for this space to evolve further.We’ve been on a mission to ensure that early careers opportunities are open to all demographics and backgrounds from day one. The last ten years have been filled with a multitude of learnings and adaptations as we continue to strive towards achieving this goal.Identifying the barriers within apprenticeshipsThe UK Government has set a target of a 67% completion rate amongst those that enter an apprenticeship programme. Yet in England the completion rate is 53%. While many factors could play a role in this rate, we’re noticing that functional skills (English and Maths qualifications) can be a significant barrier for many completing apprenticeships, and could be playing a part in this lag.As a minimum requirement to complete an apprenticeship, learners need to obtain a function skills qualification if they don’t or can’t prove they hold a grade four or equivalent in GCSE Maths and English.While we recognise the need for assessments of skills, we’ve seen first-hand that lower completion rates for apprenticeships can be traced back to incomplete functional skills requirements. It’s often that the exams required are not relevant for the role apprentices are training for, and many have called for functional skills to be removed from the curriculum.I’ve been speaking to MPs and industry leaders about the need for change and discuss potential amendments to the current process too. There could be great benefit in removing or contextualising Maths in particular to align it to the apprenticeship sector that the candidate is undertaking. We could also consider options where candidates can access funding to complete their English and Maths exams before they start their apprenticeship, to alleviate the pressure of completing extra exams at the same time as their apprenticeship.Enabling opportunities for lifelong learning. Our belief is that learning shouldn’t stop after your schooling years, nor should it stop because you’re no longer in the early stages of your career. All colleagues should have equal development opportunities, so we’re always looking for ways to overcome obstacles to learning, and prove that age is no barrier.In addition to our traditional apprenticeship programme, we introduced our Career Builder scheme in 2017, which enables colleagues at any point in their career to take on further learning, regardless of their current position or tenure.So far, 144 colleagues have completed the Career Builder scheme, giving more people the opportunity to achieve new heights in their careers, whether it’s a qualification in a different sector or a degree apprenticeship.Plugging the skills gap. Those heading up businesses and its early careers offering will likely agree there is a noticeable skills gap across many sectors, and particularly in STEM subjects. At CCEP, we’re particularly keen on increasing the number of engineers coming through our talent pipeline, and especially the number of female engineers.This is where the opportunity that lies in successful apprenticeship programmes really comes to light – helping to fill more positions by equipping the next wave of talent with the skills they need for these roles.There are again many factors...]]></itunes:summary><itunes:duration>280</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Celebrating Apprentice Success through Digital Credentials</title><link>https://www.spreaker.com/episode/celebrating-apprentice-success-through-digital-credentials--58621047</link><description><![CDATA[How digitisation is helping City &amp; Guilds close the skills gap for learners and employersSkills development has the power to change lives and build workforces but for learning and development efforts to succeed it’s vital that we embrace new technologies to elevate the standards of the training we deliver. One area in which City &amp; Guilds is proud to have emerged as a pioneering force is the issuing of digital credentials for apprenticeships.With the dynamic nature of the modern job market creating brand new challenges, offering digital credentials is an innovative way to recognise a wide range of development outcomes and support learners through their career journeys. By leveraging digital badges, City &amp; Guilds can not only provide a platform for apprentices to showcase their skills but also signpost them to next stage learning and set a benchmark for other educational institutions and certification bodies. By taking a proactive approach to the adoption of digital credentials, City &amp; Guilds can stay at the forefront of advancements in technology and meet the evolving needs of the workplace.  A hallmark of trust and qualityThe digital credentials issued by City &amp; Guilds carry the hallmark of trust and quality, built up over our many years of experience as a training and awarding organisation, reflecting the institution’s dedication to maintaining high standards in apprenticeship training. These credentials not only serve as a testament to the skills acquired during the apprenticeship but also contribute to the credibility and recognition of the overall programme. Employers, in turn, can also rely on digital credentials issued by City &amp; Guilds as a reliable indicator of a candidate’s competence and suitability for the job.Taking a leading role in the introduction of digital credentials is something that aligns closely with City &amp; Guilds’ overarching mission to bridge the gap between the world of education and industry needs.By helping to shape the apprenticeships landscape, awarding organisations can ensure digital credentials are a representation of both theoretical knowledge and practical industry-specific skills – especially where that recognition may take a more modular form, or relate to relevant ‘top up’ skills requirements.  This collaboration between educators and industry stakeholders can set a precedent for a better and more harmonious approach to building the workforce.Promoting, and evidencing, Lifelong LearningAn emphasis on digital credentials can also play a crucial role in promoting lifelong learning. As individuals embark on a journey of continuous skill development, the digital credentials issued by City &amp; Guilds act as a dynamic record of their achievements, providing a comprehensive and individually tailored overview of their evolving expertise that can be stacked over time.This emphasis on ongoing learning encourages an attitude of adaptability and resilience among apprentices, something that is vital in a rapidly changing job market.Enhancing credibility, driving innovationCity &amp; Guilds’ desire to be a pioneer in the issuing of digital credentials underscores a wider commitment to innovation, transparency and workforce development. Embracing the strengths of digital credentials not only enhances the credibility of programmes and learners but also sets a benchmark for success in more closely aligning education with the modern workforce and a need to constantly reskill during careers.Acting as a trailblazer in the space allows City &amp; Guilds and any other organisation prioritising digital credentials, to play a pivotal role in shaping a future where they are integral components of a responsive labour market and skilled global workforce.By Matt Rodgers, Service Delivery Manager at City &amp; Guilds]]></description><guid isPermaLink="false">7907d8xE</guid><pubDate>Fri, 09 Feb 2024 08:46:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58621047/27vemcq89vg49ua9vnx5n7htlmwtfsf7oygphunr.mp3" length="831552" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/baada037-1b27-47d1-b773-c8b12c305b6d/baada037-1b27-47d1-b773-c8b12c305b6d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/baada037-1b27-47d1-b773-c8b12c305b6d/baada037-1b27-47d1-b773-c8b12c305b6d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/baada037-1b27-47d1-b773-c8b12c305b6d/baada037-1b27-47d1-b773-c8b12c305b6d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How digitisation is helping City &amp;amp; Guilds close the skills gap for learners and employersSkills development has the power to change lives and build workforces but for learning and development efforts to succeed it’s vital that we embrace new...</itunes:subtitle><itunes:summary><![CDATA[How digitisation is helping City &amp; Guilds close the skills gap for learners and employersSkills development has the power to change lives and build workforces but for learning and development efforts to succeed it’s vital that we embrace new technologies to elevate the standards of the training we deliver. One area in which City &amp; Guilds is proud to have emerged as a pioneering force is the issuing of digital credentials for apprenticeships.With the dynamic nature of the modern job market creating brand new challenges, offering digital credentials is an innovative way to recognise a wide range of development outcomes and support learners through their career journeys. By leveraging digital badges, City &amp; Guilds can not only provide a platform for apprentices to showcase their skills but also signpost them to next stage learning and set a benchmark for other educational institutions and certification bodies. By taking a proactive approach to the adoption of digital credentials, City &amp; Guilds can stay at the forefront of advancements in technology and meet the evolving needs of the workplace.  A hallmark of trust and qualityThe digital credentials issued by City &amp; Guilds carry the hallmark of trust and quality, built up over our many years of experience as a training and awarding organisation, reflecting the institution’s dedication to maintaining high standards in apprenticeship training. These credentials not only serve as a testament to the skills acquired during the apprenticeship but also contribute to the credibility and recognition of the overall programme. Employers, in turn, can also rely on digital credentials issued by City &amp; Guilds as a reliable indicator of a candidate’s competence and suitability for the job.Taking a leading role in the introduction of digital credentials is something that aligns closely with City &amp; Guilds’ overarching mission to bridge the gap between the world of education and industry needs.By helping to shape the apprenticeships landscape, awarding organisations can ensure digital credentials are a representation of both theoretical knowledge and practical industry-specific skills – especially where that recognition may take a more modular form, or relate to relevant ‘top up’ skills requirements.  This collaboration between educators and industry stakeholders can set a precedent for a better and more harmonious approach to building the workforce.Promoting, and evidencing, Lifelong LearningAn emphasis on digital credentials can also play a crucial role in promoting lifelong learning. As individuals embark on a journey of continuous skill development, the digital credentials issued by City &amp; Guilds act as a dynamic record of their achievements, providing a comprehensive and individually tailored overview of their evolving expertise that can be stacked over time.This emphasis on ongoing learning encourages an attitude of adaptability and resilience among apprentices, something that is vital in a rapidly changing job market.Enhancing credibility, driving innovationCity &amp; Guilds’ desire to be a pioneer in the issuing of digital credentials underscores a wider commitment to innovation, transparency and workforce development. Embracing the strengths of digital credentials not only enhances the credibility of programmes and learners but also sets a benchmark for success in more closely aligning education with the modern workforce and a need to constantly reskill during careers.Acting as a trailblazer in the space allows City &amp; Guilds and any other organisation prioritising digital credentials, to play a pivotal role in shaping a future where they are integral components of a responsive labour market and skilled global workforce.By Matt Rodgers, Service Delivery Manager at City &amp; Guilds]]></itunes:summary><itunes:duration>208</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Celebrating 30 years of prison education</title><link>https://www.spreaker.com/episode/celebrating-30-years-of-prison-education--58608110</link><description><![CDATA[As leading prison education provider Novus marks its 30th anniversary, Managing Director Peter Cox reflects on three decades of delivering programmes to hard-to-reach learners – and looks forward to another 30 years of innovationOver the last three decades, the prison education sector has changed beyond recognition. What started out as a low-key provision run by the former HM Prison Service under contracts managed by the Home Office has radically evolved. Today, the sector draws on dedicated specialist providers from further education to deliver evidence-based programmes which equip prisoners with the skills they need to find stable employment upon release.While the Novus name didn’t come into existence until 2015, its journey began some 30 years ago. In a move to support the communities it served, the former City College Manchester (which has since become part of The Manchester College) took the strategic decision to focus on prison education, building upon its work at HMP Manchester (or, as it was known at the time, Strangeways). It was a model that worked effectively, with the up-to-date pedagogical practices and skills of the College teaching staff breathing new life into classes for prisoners. It was around this time that I joined the College, initially as a HR officer before coming to specialise in the prison education in the years that followed.Since then, the model has gradually expanded nationwide. Today we deliver education from Northumberland to London and many points in between, most recently into Wales through our partnerships with Coleg Cambria and Gower College. In 2015, Novus was created as a dedicated business unit with a specialism in prison education and a real understanding of the complex challenges faced by our learners. We have never strayed from our roots in further education, however, and the following year became part of the LTE Group family.Today the Group spans technical education, apprenticeships, professional training and higher education. This means that we benefit from having a talented team of Novus colleagues who are steeped in prison education and with masses of experience and knowledge of what it’s like to teach in this most challenging of contexts, but they also have the opportunity to share knowledge and experience with teachers in mainstream education.Independent scrutiny, improving standardsJust has Novus has evolved, so has prison education as a whole. Back in the 1990s the sector was often regarded as a service that marked its own homework with no external scrutiny. Since then it has been transformed, initially coming under the oversight of the Department for Education before more recently moving under the auspices of the Ministry of Justice (MoJ). In what can only be a positive, this journey has placed the sector under robust external scrutiny, initially from the Adult Learning Inspectorate until it became part of Ofsted in 2007.This close monitoring has placed greater emphasis on quality of provision and ensuring that offenders can access high-quality programmes of education which meet their needs. Last year alone, five establishments where Novus operates received were graded ‘good’ for their overall effectiveness in terms of education provision; our quality team are continuing to work with colleagues across Novus to ensure that more prison teams receive the same accolade this year.A focus on reducing reoffendingOver the last three decades, we have seen significant change across prisons. The overall population has more than doubled from 42,000 to 88,000; privately-operated prisons have been introduced; and, most positively, there has been an increased focus on standards and the impact of education on reducing reoffending. This focus on reoffending is one that has, in part, been driven by changing public attitudes towards justice. Last year, Novus conducted independent polling which found that 60% of voters agreed that educating prisoners and developing their skills was a good way to u...]]></description><guid isPermaLink="false">5zqMRlzQ</guid><pubDate>Thu, 08 Feb 2024 09:34:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58608110/tau6kmfdndk2ceizrw6y2nohca0dams4afofxari.mp3" length="1855968" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96/7a2b8dba-8a36-4dd1-ae35-ff3a26bc7f96.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>As leading prison education provider Novus marks its 30th anniversary, Managing Director Peter Cox reflects on three decades of delivering programmes to hard-to-reach learners – and looks forward to another 30 years of innovationOver the last three...</itunes:subtitle><itunes:summary><![CDATA[As leading prison education provider Novus marks its 30th anniversary, Managing Director Peter Cox reflects on three decades of delivering programmes to hard-to-reach learners – and looks forward to another 30 years of innovationOver the last three decades, the prison education sector has changed beyond recognition. What started out as a low-key provision run by the former HM Prison Service under contracts managed by the Home Office has radically evolved. Today, the sector draws on dedicated specialist providers from further education to deliver evidence-based programmes which equip prisoners with the skills they need to find stable employment upon release.While the Novus name didn’t come into existence until 2015, its journey began some 30 years ago. In a move to support the communities it served, the former City College Manchester (which has since become part of The Manchester College) took the strategic decision to focus on prison education, building upon its work at HMP Manchester (or, as it was known at the time, Strangeways). It was a model that worked effectively, with the up-to-date pedagogical practices and skills of the College teaching staff breathing new life into classes for prisoners. It was around this time that I joined the College, initially as a HR officer before coming to specialise in the prison education in the years that followed.Since then, the model has gradually expanded nationwide. Today we deliver education from Northumberland to London and many points in between, most recently into Wales through our partnerships with Coleg Cambria and Gower College. In 2015, Novus was created as a dedicated business unit with a specialism in prison education and a real understanding of the complex challenges faced by our learners. We have never strayed from our roots in further education, however, and the following year became part of the LTE Group family.Today the Group spans technical education, apprenticeships, professional training and higher education. This means that we benefit from having a talented team of Novus colleagues who are steeped in prison education and with masses of experience and knowledge of what it’s like to teach in this most challenging of contexts, but they also have the opportunity to share knowledge and experience with teachers in mainstream education.Independent scrutiny, improving standardsJust has Novus has evolved, so has prison education as a whole. Back in the 1990s the sector was often regarded as a service that marked its own homework with no external scrutiny. Since then it has been transformed, initially coming under the oversight of the Department for Education before more recently moving under the auspices of the Ministry of Justice (MoJ). In what can only be a positive, this journey has placed the sector under robust external scrutiny, initially from the Adult Learning Inspectorate until it became part of Ofsted in 2007.This close monitoring has placed greater emphasis on quality of provision and ensuring that offenders can access high-quality programmes of education which meet their needs. Last year alone, five establishments where Novus operates received were graded ‘good’ for their overall effectiveness in terms of education provision; our quality team are continuing to work with colleagues across Novus to ensure that more prison teams receive the same accolade this year.A focus on reducing reoffendingOver the last three decades, we have seen significant change across prisons. The overall population has more than doubled from 42,000 to 88,000; privately-operated prisons have been introduced; and, most positively, there has been an increased focus on standards and the impact of education on reducing reoffending. This focus on reoffending is one that has, in part, been driven by changing public attitudes towards justice. Last year, Novus conducted independent polling which found that 60% of voters agreed that educating prisoners and developing their skills was a good way...]]></itunes:summary><itunes:duration>464</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can we deliver a simplified, high-quality apprenticeship system?</title><link>https://www.spreaker.com/episode/how-can-we-deliver-a-simplified-high-quality-apprenticeship-system--58608112</link><description><![CDATA[In the third of five articles for FE News themed around their Skills Means Growth vision for a sustainable skills system, AELP outlines how we can deliver a simplified, high-quality apprenticeship system in this exclusive column by their Director of Policy, Simon Ashworth.National Apprenticeship Week (NAW) is a great time to celebrate apprenticeships and the transformational impact they have on learners’ lives. It is also a time to reflect on how the system can be improved to enable more of that transformational change. In our Skills Means Growth vision for a sustainable skills system, we called for a simplified, high-quality apprenticeship system. The feedback we have received from stakeholders on our recent AELP CEO Roadshow has solidified this ask as one of the main pillars needed for a world-class skills system.What’s so good about apprenticeships?We know the power of high-quality apprenticeships in delivering skills training. The unique nature of apprenticeships means they combine work-based learning, with a guaranteed level of off-the-job training while also being available for all ages and at all levels. They are a symbol of quality that employers trust, which means they open opportunities in all sorts of industries, from health and social care to engineering, and beyond. The chance to earn while you learn opens career opportunities to a wide range of people and has a real ability to drive higher levels of social mobility.The reforms to the apprenticeship system which resulted in the introduction of the Apprenticeship Levy, have been crucial in delivering over a quarter of a million high-quality apprenticeship starts each year and boosting the apprenticeship brand. The levy must continue to fund an employer-led all-age, all-level, apprenticeship system as originally intended. It is also important that the apprenticeship brand continues to be enhanced by having routes right through to level 7. A strong apprenticeship brand is part of the reason why there is such buoyant demand for apprenticeships and we should celebrate that, on average, 98% of the DfE’s apprenticeship programme budget has been used over the last two years.The apprenticeship levy and apprenticeship budget. That said, the amount raised by the Apprenticeship Levy has accelerated in recent years, stoked mainly by rising inflation, with receipts up 8% this year to date, and according to OBR forecasts are expected to reach close to £4bn during 2024/5. Meanwhile, the apprenticeship budget has increased at a much slower pace, with the Treasury taking a massive cut – now as much as £500m a year! This is an astonishing amount of money by which employers are being short-changed. We’re calling on the government to close this gap and give businesses access to the skills provision they are paying for. Any limiting, rebalancing of priorities or rationing based on affordability would be a huge backward step and dent employer confidence.Improvements to the system are still needed, but we mustn’t throw the baby out with the bathwater. During NAW 2024, we should celebrate the role of Independent Training Providers (ITPs) who deliver nearly two-thirds of apprenticeships each year and have been pivotal to the growth in apprenticeships – but we should also ask where next for apprenticeships. How can we ensure even more people right across the country can benefit from such a brilliant programme? In short, there are significant improvements that could be made – but we must be careful we don’t throw the baby out with the bathwater and lose the significant amount of progress that we’ve made in recent years.A clear starting point would be to make further progress in ensuring the system is as simple and as accessible as possible for providers, employers and learners. This means clear progression routes, simple and clear funding rules for providers, and good career guidance – as well as the continued promotion of apprenticeship opportunities at all stages of life. Recognising that...]]></description><guid isPermaLink="false">q9YjAWze</guid><pubDate>Thu, 08 Feb 2024 09:32:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58608112/jotckk7wdlxc4thrv3kiaz88nceqph1wu5stbs1l.mp3" length="2068704" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c/5fbb0edf-3575-4edf-81ee-5b7d11e3d46c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In the third of five articles for FE News themed around their Skills Means Growth vision for a sustainable skills system, AELP outlines how we can deliver a simplified, high-quality apprenticeship system in this exclusive column by their Director of...</itunes:subtitle><itunes:summary><![CDATA[In the third of five articles for FE News themed around their Skills Means Growth vision for a sustainable skills system, AELP outlines how we can deliver a simplified, high-quality apprenticeship system in this exclusive column by their Director of Policy, Simon Ashworth.National Apprenticeship Week (NAW) is a great time to celebrate apprenticeships and the transformational impact they have on learners’ lives. It is also a time to reflect on how the system can be improved to enable more of that transformational change. In our Skills Means Growth vision for a sustainable skills system, we called for a simplified, high-quality apprenticeship system. The feedback we have received from stakeholders on our recent AELP CEO Roadshow has solidified this ask as one of the main pillars needed for a world-class skills system.What’s so good about apprenticeships?We know the power of high-quality apprenticeships in delivering skills training. The unique nature of apprenticeships means they combine work-based learning, with a guaranteed level of off-the-job training while also being available for all ages and at all levels. They are a symbol of quality that employers trust, which means they open opportunities in all sorts of industries, from health and social care to engineering, and beyond. The chance to earn while you learn opens career opportunities to a wide range of people and has a real ability to drive higher levels of social mobility.The reforms to the apprenticeship system which resulted in the introduction of the Apprenticeship Levy, have been crucial in delivering over a quarter of a million high-quality apprenticeship starts each year and boosting the apprenticeship brand. The levy must continue to fund an employer-led all-age, all-level, apprenticeship system as originally intended. It is also important that the apprenticeship brand continues to be enhanced by having routes right through to level 7. A strong apprenticeship brand is part of the reason why there is such buoyant demand for apprenticeships and we should celebrate that, on average, 98% of the DfE’s apprenticeship programme budget has been used over the last two years.The apprenticeship levy and apprenticeship budget. That said, the amount raised by the Apprenticeship Levy has accelerated in recent years, stoked mainly by rising inflation, with receipts up 8% this year to date, and according to OBR forecasts are expected to reach close to £4bn during 2024/5. Meanwhile, the apprenticeship budget has increased at a much slower pace, with the Treasury taking a massive cut – now as much as £500m a year! This is an astonishing amount of money by which employers are being short-changed. We’re calling on the government to close this gap and give businesses access to the skills provision they are paying for. Any limiting, rebalancing of priorities or rationing based on affordability would be a huge backward step and dent employer confidence.Improvements to the system are still needed, but we mustn’t throw the baby out with the bathwater. During NAW 2024, we should celebrate the role of Independent Training Providers (ITPs) who deliver nearly two-thirds of apprenticeships each year and have been pivotal to the growth in apprenticeships – but we should also ask where next for apprenticeships. How can we ensure even more people right across the country can benefit from such a brilliant programme? In short, there are significant improvements that could be made – but we must be careful we don’t throw the baby out with the bathwater and lose the significant amount of progress that we’ve made in recent years.A clear starting point would be to make further progress in ensuring the system is as simple and as accessible as possible for providers, employers and learners. This means clear progression routes, simple and clear funding rules for providers, and good career guidance – as well as the continued promotion of apprenticeship opportunities at all stages of life. Recognising...]]></itunes:summary><itunes:duration>518</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>National Apprenticeship Week: Balance local talent and national skills policies</title><link>https://www.spreaker.com/episode/national-apprenticeship-week-balance-local-talent-and-national-skills-policies--58608109</link><description><![CDATA[This article discusses the importance of a national skills strategy in the UK, focusing on regional needs, flexibility in policies, and the role of local authorities and metro mayors in addressing skills shortages.In the UK there are 10 million people who are digitally excluded and lacking basic skills, in a post-pandemic world where our ways of working and living have changed, this has a huge impact on the economy. Last year, it was reported that the UK was seriously underperforming in skills development compared to its international counterparts and that skills and labour shortages are impacting employers in virtually all sectors of the economy.The Government has introduced a variety of policies, including the £34 million boost for Skills Bootcamps in last year’s budget, to support skills development. However, the ongoing challenge for this government and the future government is making sure these skills policies deliver on both a national and local level.Focusing on regional skillsIn order to succeed, it is vital any national skills policy supports regional skills development and acknowledges the different industry specialisms across the regions of the UK. These sector-specific hubs are growing across many regions and capitalising on their booming sectors, including  manufacturing specialists in the midlands, aerospace in the south west and Liverpool which has recently been identified as an emerging gaming sector.If the UK is to support the growth of these industries and improve skills development within the population, the government must design and implement a national skills strategy. To ensure this strategy supports local businesses at the same time as supporting national skills development the policy must be linked to an industrial strategy, which delivers the talent pipeline and retraining/upskilling opportunities to meet regions’ individual needs.This approach requires a coordinated effort between businesses, metro mayors, local authorities, training providers and the government to implement a comprehensive national skills strategy. Additionally, it is key that flexibility is at the centre of plans, allowing support for devolved regions but keeping both a national focus and employers and learners at the heart of policies.  Flexibility in actionLast year, £3bn of apprenticeship funding went unused, either being handed back to the Treasury (by the Department for Education) or being left unallocated by the Treasury, following the launch of the apprenticeship levy in 2017.  In the Liverpool City Region, Mayor Steve Rotherham was incited to take action when the underspend amounted to tens of millions of pounds. He urged big firms such as Liverpool Football Club to help fund apprenticeships at smaller businesses as part of the Young Person’s Guarantee (YPG) scheme.This resulted in the Mayor and the Combined Authority helping to transfer £2.4m of unallocated apprenticeship levy to smaller firms, creating more than 560 new training roles to date.Another example of a national skills policy, such as the Apprenticeship Levy, being flexed to help devolved governments support regional businesses was in the Greater London Authority. Here the Mayor’s Apprenticeship Programme has been running since 2021 and has pledged an annual sum of £1.2million to support apprenticeship projects.    Why Metro Mayors and local authorities play a key roleMore than anyone, Metro Mayors, training providers and local authorities can understand regional skills needs, and the areas which may need improvement. In support of that, last year, the Government launched its local skills improvement plans (LSIPs) initiative with the goal that training provision better meets the local needs of businesses and regional sectors. Despite LSIP’s being a positive step forward to tackling skills shortages across regions, more effort and a joint approach from training providers, metro mayors and local authorities is required to attract people to these opportunities. As...]]></description><guid isPermaLink="false">axyNwa9K</guid><pubDate>Thu, 08 Feb 2024 09:31:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58608109/mpdkh9cdyclakyphtx0rqlzicaxd4jsm538z8qwm.mp3" length="1111104" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6/3ea25bb0-3f24-4fdd-9789-1dc35cd198c6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article discusses the importance of a national skills strategy in the UK, focusing on regional needs, flexibility in policies, and the role of local authorities and metro mayors in addressing skills shortages.In the UK there are 10 million people...</itunes:subtitle><itunes:summary><![CDATA[This article discusses the importance of a national skills strategy in the UK, focusing on regional needs, flexibility in policies, and the role of local authorities and metro mayors in addressing skills shortages.In the UK there are 10 million people who are digitally excluded and lacking basic skills, in a post-pandemic world where our ways of working and living have changed, this has a huge impact on the economy. Last year, it was reported that the UK was seriously underperforming in skills development compared to its international counterparts and that skills and labour shortages are impacting employers in virtually all sectors of the economy.The Government has introduced a variety of policies, including the £34 million boost for Skills Bootcamps in last year’s budget, to support skills development. However, the ongoing challenge for this government and the future government is making sure these skills policies deliver on both a national and local level.Focusing on regional skillsIn order to succeed, it is vital any national skills policy supports regional skills development and acknowledges the different industry specialisms across the regions of the UK. These sector-specific hubs are growing across many regions and capitalising on their booming sectors, including  manufacturing specialists in the midlands, aerospace in the south west and Liverpool which has recently been identified as an emerging gaming sector.If the UK is to support the growth of these industries and improve skills development within the population, the government must design and implement a national skills strategy. To ensure this strategy supports local businesses at the same time as supporting national skills development the policy must be linked to an industrial strategy, which delivers the talent pipeline and retraining/upskilling opportunities to meet regions’ individual needs.This approach requires a coordinated effort between businesses, metro mayors, local authorities, training providers and the government to implement a comprehensive national skills strategy. Additionally, it is key that flexibility is at the centre of plans, allowing support for devolved regions but keeping both a national focus and employers and learners at the heart of policies.  Flexibility in actionLast year, £3bn of apprenticeship funding went unused, either being handed back to the Treasury (by the Department for Education) or being left unallocated by the Treasury, following the launch of the apprenticeship levy in 2017.  In the Liverpool City Region, Mayor Steve Rotherham was incited to take action when the underspend amounted to tens of millions of pounds. He urged big firms such as Liverpool Football Club to help fund apprenticeships at smaller businesses as part of the Young Person’s Guarantee (YPG) scheme.This resulted in the Mayor and the Combined Authority helping to transfer £2.4m of unallocated apprenticeship levy to smaller firms, creating more than 560 new training roles to date.Another example of a national skills policy, such as the Apprenticeship Levy, being flexed to help devolved governments support regional businesses was in the Greater London Authority. Here the Mayor’s Apprenticeship Programme has been running since 2021 and has pledged an annual sum of £1.2million to support apprenticeship projects.    Why Metro Mayors and local authorities play a key roleMore than anyone, Metro Mayors, training providers and local authorities can understand regional skills needs, and the areas which may need improvement. In support of that, last year, the Government launched its local skills improvement plans (LSIPs) initiative with the goal that training provision better meets the local needs of businesses and regional sectors. Despite LSIP’s being a positive step forward to tackling skills shortages across regions, more effort and a joint approach from training providers, metro mayors and local authorities is required to attract people to these opportunities....]]></itunes:summary><itunes:duration>278</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>What do apprentices tell us they need and how can we support more?</title><link>https://www.spreaker.com/episode/what-do-apprentices-tell-us-they-need-and-how-can-we-support-more--58608108</link><description><![CDATA[While apprenticeships are known for the benefits they bring to individuals, employers and the economy, apprentices tell us they want more support to achieve the best outcome. In this article, we look at exactly what they need and how we can do more to support them.IntroductionWe know that apprenticeships play a crucial role in work-based learning. They provide learners with choice and opportunity to progress, help employers with recruiting and retaining diverse talent for their workforce and boost our economy through increased productivity. So, given the benefits, why do many apprentices leave their programmes before they’ve completed them, and what more can we do to support them to stay?In its report Apprenticeship Outcomes and Destinations, The St Martin’s Group evidenced that while there is benefit from participating in apprenticeships, completed apprentices are statistically more likely to achieve better outcomes than those who leave their programmes early. And while we anticipate that completion rates will increase from their previous position when the Department for Education publishes 2022/23 data next month, a follow-up study this year by The St Martin’s Group of over 800 apprentice employers, shows that only 1 in 3 reports completion rates of over 75%.  So there’s still a way to go.Challenges for ApprenticesThere are various reasons why apprentices don’t complete ranging from a mismatch of expectations to their relationship with their line manager to an extended duration or poor training provision. And of course, an apprenticeship is a job, and people leave jobs. Plus, there’s a large number of apprentices who leave for positive destinations such as a new role or promotion because of the skills they’ve gained on their apprenticeship.However, one of the biggest factors in an apprentice’s decision to leave their programme is lack of support.  Many feedback that balancing workload and their apprenticeship is an issue and they need more time from their employer for off-the-job training and study. Employers in The St Martin’s Group study also stated this as one of the biggest barriers to completion, finding it challenging to provide what’s needed due to operational and business pressures.Some apprentices need more pastoral support, and others more financial support with direct costs such as transport, especially younger apprentices and those at entry level.At the Association of Apprentices, we have 12,000 apprentice members. We provide additional support by connecting apprentices with their peers and offering a community to share experiences and learning. Our members provide valuable insight into things that matter the most, and recently we surveyed them to find out what support they value from their employer and provider and what they want more of.The top things apprentices said they think their employers and providers excel in are providing an inclusive environment, flexibility and resources but need improvement in providing networking opportunities, mentorship, communication and recognition of their achievements. This is consistent with previous feedback from our community and findings from The St Martin’s Group research, which show that having access to workplace mentors and peer networks would encourage more apprentices to remain on their apprenticeships, and better/more/earlier communication is vital for a good experience.What do we need to do to support?For me, first and foremost we should look at the data that sits behind non-completers and continue to collate and monitor it regularly. And we should talk to apprentices about it. Different groups of individuals need different support – one size does not fit all. Unfortunately, the current ILR field for recording why apprentices leave doesn’t help – the biggest category used is ‘other’ which helps no one!  The ILR data fields need to reflect apprenticeships and the context in which we are working now. Having said that I know some great training providers who are moni...]]></description><guid isPermaLink="false">ExvR6qxk</guid><pubDate>Thu, 08 Feb 2024 09:30:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58608108/ltzp3zutcfyucl14zxccdmmu1jnvico3we96aukb.mp3" length="1278816" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80/aa3330ed-9952-4c38-af5b-5f3a3ddf6f80.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>While apprenticeships are known for the benefits they bring to individuals, employers and the economy, apprentices tell us they want more support to achieve the best outcome. In this article, we look at exactly what they need and how we can do more to...</itunes:subtitle><itunes:summary><![CDATA[While apprenticeships are known for the benefits they bring to individuals, employers and the economy, apprentices tell us they want more support to achieve the best outcome. In this article, we look at exactly what they need and how we can do more to support them.IntroductionWe know that apprenticeships play a crucial role in work-based learning. They provide learners with choice and opportunity to progress, help employers with recruiting and retaining diverse talent for their workforce and boost our economy through increased productivity. So, given the benefits, why do many apprentices leave their programmes before they’ve completed them, and what more can we do to support them to stay?In its report Apprenticeship Outcomes and Destinations, The St Martin’s Group evidenced that while there is benefit from participating in apprenticeships, completed apprentices are statistically more likely to achieve better outcomes than those who leave their programmes early. And while we anticipate that completion rates will increase from their previous position when the Department for Education publishes 2022/23 data next month, a follow-up study this year by The St Martin’s Group of over 800 apprentice employers, shows that only 1 in 3 reports completion rates of over 75%.  So there’s still a way to go.Challenges for ApprenticesThere are various reasons why apprentices don’t complete ranging from a mismatch of expectations to their relationship with their line manager to an extended duration or poor training provision. And of course, an apprenticeship is a job, and people leave jobs. Plus, there’s a large number of apprentices who leave for positive destinations such as a new role or promotion because of the skills they’ve gained on their apprenticeship.However, one of the biggest factors in an apprentice’s decision to leave their programme is lack of support.  Many feedback that balancing workload and their apprenticeship is an issue and they need more time from their employer for off-the-job training and study. Employers in The St Martin’s Group study also stated this as one of the biggest barriers to completion, finding it challenging to provide what’s needed due to operational and business pressures.Some apprentices need more pastoral support, and others more financial support with direct costs such as transport, especially younger apprentices and those at entry level.At the Association of Apprentices, we have 12,000 apprentice members. We provide additional support by connecting apprentices with their peers and offering a community to share experiences and learning. Our members provide valuable insight into things that matter the most, and recently we surveyed them to find out what support they value from their employer and provider and what they want more of.The top things apprentices said they think their employers and providers excel in are providing an inclusive environment, flexibility and resources but need improvement in providing networking opportunities, mentorship, communication and recognition of their achievements. This is consistent with previous feedback from our community and findings from The St Martin’s Group research, which show that having access to workplace mentors and peer networks would encourage more apprentices to remain on their apprenticeships, and better/more/earlier communication is vital for a good experience.What do we need to do to support?For me, first and foremost we should look at the data that sits behind non-completers and continue to collate and monitor it regularly. And we should talk to apprentices about it. Different groups of individuals need different support – one size does not fit all. Unfortunately, the current ILR field for recording why apprentices leave doesn’t help – the biggest category used is ‘other’ which helps no one!  The ILR data fields need to reflect apprenticeships and the context in which we are working now. Having said that I know some great training providers who are...]]></itunes:summary><itunes:duration>320</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>We need an education system fit for the future</title><link>https://www.spreaker.com/episode/we-need-an-education-system-fit-for-the-future--58595556</link><description><![CDATA[Last month the Lords Education for 11-16 Year Olds Committee published its long-awaited report on the education system for secondary school-age children. And the overall message is clear – change is needed.Requiring ImprovementThe report, titled ‘Requiring Improvement’, bemoans the undue focus on academic learning and written exams in English secondary schools. It argues this is limiting opportunities for pupils to study a broad and balanced curriculum and to develop core skills. With our focus on the need to grow the number and diversity of young people pursuing engineering and technology careers, to ensure that the UK has the skilled workforce it needs to meet future challenges, we at EngineeringUK would agree with a lot of what is being said.In our recently published inquiry report looking at apprenticeships in England, developed in partnership and led by Lord Willetts and Lord Knight, we outline similar concerns – and in fact, come to similar conclusions.  Hands- on- learning, offered in subjects such as Design &amp; Technology, has been on the decline for some time.This is leaving a lot of young people with little to no opportunity to make the connections between theoretical knowledge and, as some would say, is taking out all the fun that is meant to be part of learning. This, our report argues, has an impact on how different post-16 routes are perceived, standing in the way of true parity of esteem between academic routes and more vocational pathways.The recommendations are clear – young people need to be enabled to make connections between their learning and the world that surrounds them. To achieve this, the Lords’ report, in line with our report, recommend for example that the EBACC system needs to be revisited and the Progress 8 Scoring system reviewed, to ensure a greater breadth of subjects being available for young people to study.  They also need to be able to access careers information, advice and guidance that truly values vocational and technical pathways, alongside the academic route. In light of this, we welcome the reference in the report in relation to the importance of meaningful engagement between schools and employers.Transforming Education for Future CareersAt EngineeringUK, we work with employers and education providers across the country to ensure that young people are able to make the connections between classroom learning and modern engineering and technology careers. We lead collaborative efforts to improve the impact of all engineering and tech inspiration and careers activities for young people through Tomorrow’s Engineers and managing The Tomorrow’s Engineers Code.  Through our engagement programmes, such as The Big Bang, Energy Quest and our new Climate Schools Programme, we aim to ignite a passion for STEM among young people from all backgrounds. We also share careers resources and help teachers bring STEM curriculum to life through real-world engineering and tech via Neon.However, there is so much more that needs to be done to reach young people across the country and to give them the opportunity to learn about the different jobs as well as the varied career pathways into critical industries such as engineering and technology.The government is due to respond to the report mid-February and there are many of us who would urge the government to listen carefully to the united voices on these issues. The education system has to move with the times and it needs to enable all young people to succeed and to access the many future employment opportunities that this country can offer.Young people in the main want to learn, they want to know about the world. It is a government’s task to ensure that the systems in place allow them to do this. Now is the time to honestly look at what needs to change and to have the courage to do so.By Beatrice Barleon, Head of Policy and Public Affairs at EngineeringUK]]></description><guid isPermaLink="false">bLPO5wz5</guid><pubDate>Wed, 07 Feb 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58595556/phzbsfr2eyld8d4mayt7lgaerbkismw6kuvkcore.mp3" length="838080" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90bc8c05-74d9-46d1-94ca-d2e446df6730/90bc8c05-74d9-46d1-94ca-d2e446df6730.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90bc8c05-74d9-46d1-94ca-d2e446df6730/90bc8c05-74d9-46d1-94ca-d2e446df6730.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90bc8c05-74d9-46d1-94ca-d2e446df6730/90bc8c05-74d9-46d1-94ca-d2e446df6730.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Last month the Lords Education for 11-16 Year Olds Committee published its long-awaited report on the education system for secondary school-age children. And the overall message is clear – change is needed.Requiring ImprovementThe report, titled...</itunes:subtitle><itunes:summary><![CDATA[Last month the Lords Education for 11-16 Year Olds Committee published its long-awaited report on the education system for secondary school-age children. And the overall message is clear – change is needed.Requiring ImprovementThe report, titled ‘Requiring Improvement’, bemoans the undue focus on academic learning and written exams in English secondary schools. It argues this is limiting opportunities for pupils to study a broad and balanced curriculum and to develop core skills. With our focus on the need to grow the number and diversity of young people pursuing engineering and technology careers, to ensure that the UK has the skilled workforce it needs to meet future challenges, we at EngineeringUK would agree with a lot of what is being said.In our recently published inquiry report looking at apprenticeships in England, developed in partnership and led by Lord Willetts and Lord Knight, we outline similar concerns – and in fact, come to similar conclusions.  Hands- on- learning, offered in subjects such as Design &amp; Technology, has been on the decline for some time.This is leaving a lot of young people with little to no opportunity to make the connections between theoretical knowledge and, as some would say, is taking out all the fun that is meant to be part of learning. This, our report argues, has an impact on how different post-16 routes are perceived, standing in the way of true parity of esteem between academic routes and more vocational pathways.The recommendations are clear – young people need to be enabled to make connections between their learning and the world that surrounds them. To achieve this, the Lords’ report, in line with our report, recommend for example that the EBACC system needs to be revisited and the Progress 8 Scoring system reviewed, to ensure a greater breadth of subjects being available for young people to study.  They also need to be able to access careers information, advice and guidance that truly values vocational and technical pathways, alongside the academic route. In light of this, we welcome the reference in the report in relation to the importance of meaningful engagement between schools and employers.Transforming Education for Future CareersAt EngineeringUK, we work with employers and education providers across the country to ensure that young people are able to make the connections between classroom learning and modern engineering and technology careers. We lead collaborative efforts to improve the impact of all engineering and tech inspiration and careers activities for young people through Tomorrow’s Engineers and managing The Tomorrow’s Engineers Code.  Through our engagement programmes, such as The Big Bang, Energy Quest and our new Climate Schools Programme, we aim to ignite a passion for STEM among young people from all backgrounds. We also share careers resources and help teachers bring STEM curriculum to life through real-world engineering and tech via Neon.However, there is so much more that needs to be done to reach young people across the country and to give them the opportunity to learn about the different jobs as well as the varied career pathways into critical industries such as engineering and technology.The government is due to respond to the report mid-February and there are many of us who would urge the government to listen carefully to the united voices on these issues. The education system has to move with the times and it needs to enable all young people to succeed and to access the many future employment opportunities that this country can offer.Young people in the main want to learn, they want to know about the world. It is a government’s task to ensure that the systems in place allow them to do this. Now is the time to honestly look at what needs to change and to have the courage to do so.By Beatrice Barleon, Head of Policy and Public Affairs at EngineeringUK]]></itunes:summary><itunes:duration>210</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Diary of an Apprentice: My Journey into Leadership</title><link>https://www.spreaker.com/episode/diary-of-an-apprentice-my-journey-into-leadership--58595554</link><description><![CDATA[In the first entry of her ‘Diary of an Apprentice’ series, Sakina Khan details her experience of beginning a Level 7 apprenticeship later in life, discussing her desire to pave the way for others as well as the challenge of balancing studying alongside her role as Innovation Project Manager at NCFE.Starting a new chapter in life can be both nerve-wracking and exhilarating. It’s a grey morning in November 2023, and after recently turning 46, I’m preparing to start a Level 7 apprenticeship in Senior Leadership at The University of Manchester: Alliance Manchester Business School.A mix of emotions flood my mind – the prospect of expanding my knowledge and honing my skills in this field fills me with excitement, while the thought of stepping out of my comfort zone brings a sense of trepidation. I decide that it’ll be helpful for me – and hopefully, for others – to note down my experiences as I jump headfirst into this transformative journey.So, welcome to the first entry in my Diary of an Apprentice series, where I’ll be chronicling my pursuit of knowledge, my personal motivations, the highs and lows of being an apprentice, and the growth in my leadership skills.Investing in myself. Many people have asked me, “Why now?” The decision to return to studying after a considerable break might seem unconventional to some, but for me, it’s a natural progression in my journey of self-improvement. With my children now grown, I felt it was the perfect time to invest in myself and further my education.Despite holding management and senior roles for many years, I’ve always considered myself a lifelong learner. This apprenticeship provides me with the perfect opportunity to challenge myself and explore new horizons, whilst equipping me with the academic framework to complement my practical knowledge as a leader. My hope is that this combination of real-world experience and academic insight is a powerful recipe for effective leadership.Plus, the prospect of being able to learn from renowned educators at The University of Manchester continues to fill me with enthusiasm – as does the chance to interact with like-minded apprentices who share a passion for senior leadership.Paving the way for others Beyond my personal and professional growth, this journey is also about inspiring others. I want to break barriers and pave the way for other women – particularly those from ethnic minority backgrounds.For me, it’s about creating a path for those who might not see themselves represented in leadership positions, showing them that it’s not just possible, but necessary, for diverse voices to be heard at every table. I want to be part of the decision-making process and contribute to high-level discussions.Visibly increasing diversity within organisations so that everyone feels like they belong is absolutely critical for fostering productive and inclusive workplaces, and this is something I’m determined to model. I want this to be part of my legacy – for both my own children, and for other young aspiring leaders.Overcoming obstacles Another reason I decided to return to my studies was to prove to myself that I can go and do it. Whilst I gained a Higher National Diploma (HND) and teaching qualification following school, I look back on this as being a period of frustration. I couldn’t always understand academic language, and it was challenging – I didn’t know I was dyslexic at the time, nor did I know I had dyspraxia or ADHD.Now, I see my dyslexia as a plus – it allows me to work in innovative ways, to be more creative and to think outside the box. Plus, after being diagnosed later in life, I’m now equipped with strategies I can put in place to get the most out of my learning experience. For instance, academic reading might take me longer to digest – but The University of Manchester: Alliance Manchester Business School has been great at sending me lesson slides in advance and in supporting me thus far.Strength from my support system. My first three months on the...]]></description><guid isPermaLink="false">l9kWgo94</guid><pubDate>Wed, 07 Feb 2024 08:57:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58595554/abj2f4pmob5bcvum0ws0qz3afsl9jzdj4j2jop6i.mp3" length="1345920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/48503a64-fdd8-4feb-baed-1c89a8445ecb/48503a64-fdd8-4feb-baed-1c89a8445ecb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/48503a64-fdd8-4feb-baed-1c89a8445ecb/48503a64-fdd8-4feb-baed-1c89a8445ecb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/48503a64-fdd8-4feb-baed-1c89a8445ecb/48503a64-fdd8-4feb-baed-1c89a8445ecb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In the first entry of her ‘Diary of an Apprentice’ series, Sakina Khan details her experience of beginning a Level 7 apprenticeship later in life, discussing her desire to pave the way for others as well as the challenge of balancing studying...</itunes:subtitle><itunes:summary><![CDATA[In the first entry of her ‘Diary of an Apprentice’ series, Sakina Khan details her experience of beginning a Level 7 apprenticeship later in life, discussing her desire to pave the way for others as well as the challenge of balancing studying alongside her role as Innovation Project Manager at NCFE.Starting a new chapter in life can be both nerve-wracking and exhilarating. It’s a grey morning in November 2023, and after recently turning 46, I’m preparing to start a Level 7 apprenticeship in Senior Leadership at The University of Manchester: Alliance Manchester Business School.A mix of emotions flood my mind – the prospect of expanding my knowledge and honing my skills in this field fills me with excitement, while the thought of stepping out of my comfort zone brings a sense of trepidation. I decide that it’ll be helpful for me – and hopefully, for others – to note down my experiences as I jump headfirst into this transformative journey.So, welcome to the first entry in my Diary of an Apprentice series, where I’ll be chronicling my pursuit of knowledge, my personal motivations, the highs and lows of being an apprentice, and the growth in my leadership skills.Investing in myself. Many people have asked me, “Why now?” The decision to return to studying after a considerable break might seem unconventional to some, but for me, it’s a natural progression in my journey of self-improvement. With my children now grown, I felt it was the perfect time to invest in myself and further my education.Despite holding management and senior roles for many years, I’ve always considered myself a lifelong learner. This apprenticeship provides me with the perfect opportunity to challenge myself and explore new horizons, whilst equipping me with the academic framework to complement my practical knowledge as a leader. My hope is that this combination of real-world experience and academic insight is a powerful recipe for effective leadership.Plus, the prospect of being able to learn from renowned educators at The University of Manchester continues to fill me with enthusiasm – as does the chance to interact with like-minded apprentices who share a passion for senior leadership.Paving the way for others Beyond my personal and professional growth, this journey is also about inspiring others. I want to break barriers and pave the way for other women – particularly those from ethnic minority backgrounds.For me, it’s about creating a path for those who might not see themselves represented in leadership positions, showing them that it’s not just possible, but necessary, for diverse voices to be heard at every table. I want to be part of the decision-making process and contribute to high-level discussions.Visibly increasing diversity within organisations so that everyone feels like they belong is absolutely critical for fostering productive and inclusive workplaces, and this is something I’m determined to model. I want this to be part of my legacy – for both my own children, and for other young aspiring leaders.Overcoming obstacles Another reason I decided to return to my studies was to prove to myself that I can go and do it. Whilst I gained a Higher National Diploma (HND) and teaching qualification following school, I look back on this as being a period of frustration. I couldn’t always understand academic language, and it was challenging – I didn’t know I was dyslexic at the time, nor did I know I had dyspraxia or ADHD.Now, I see my dyslexia as a plus – it allows me to work in innovative ways, to be more creative and to think outside the box. Plus, after being diagnosed later in life, I’m now equipped with strategies I can put in place to get the most out of my learning experience. For instance, academic reading might take me longer to digest – but The University of Manchester: Alliance Manchester Business School has been great at sending me lesson slides in advance and in supporting me thus far.Strength from my support system. My first three months on...]]></itunes:summary><itunes:duration>337</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How to run a successful Apprentice scheme – What we have learned so far</title><link>https://www.spreaker.com/episode/how-to-run-a-successful-apprentice-scheme-what-we-have-learned-so-far--58583442</link><description><![CDATA[Building an apprenticeship scheme that meets individual and organisational needs whilst fully utilising the Apprentice Levy is no easy task. I know that we are not alone in trying to do this but we are quite pleased with how it is going and wanted to share some of what we have learned so far.The PieceThe dictionary definition of success is the accomplishment of an aim or purpose. At Travis Perkins plc, we have some fairly significant aims one of which is to help build the next-generation workforce for the construction sector and a very defined purpose to help build better communities and enrich lives.Our apprenticeship programme sits at the heart of what we are trying to achieve and we are really proud of what we have built over the last few years. Since the levy’s introduction, we have had 1,500 apprentice graduates and plan to increase that number to over 10,000 by the end of 2030. I wouldn’t say it has been the easiest of journeys but there have been some great learnings along the way.I could share the entire journey, starting from the moment we realised we had to allocate 0.5% of our payroll to the Chancellor, but I am sure you would get bored. So I thought it might be more helpful to concentrate on three of the crucial lessons we have learned.Lesson one  – Forget it’s an apprenticeshipThe first is to forget that you are developing an apprenticeship. Now that may seem a bit odd, but at the beginning back in 2017 we got quite confused trying to work out how to get a training provider to understand our needs. How to find the right apprenticeship standard, and how the standard fits the needs of our business. There were a lot of square peg and round hole discussions.It took us a couple of years to realise we were unnecessarily complicating things. So we took things back to basics and asked ourselves, “What essential knowledge does a colleague in the business need to do their job?”. The theory was that if we trained them on what we needed then we would be training them on what our industry needed.When we knew what we needed, we then sought an apprenticeship standard that aligned with our requirements and an apprenticeship Provider who could deliver that standard the way we wanted.Now that wasn’t a simple task and we realised that we weren’t always going to find appropriate providers. The answer was simple and we set ourselves up as an Employer Provider to fill our needs where we could not find an appropriate Training provider.Today we have an apprenticeship for nearly every job role we have in our business. We have a mixture of programmes ones that we deliver ourselves and ones that are delivered by our external partnersLesson two – Know what your business needs and work for it.Now, while this approach worked well where we had the appropriate standard in place, there were instances where the standard required correction or no standard actually existed. Undeterred, we engaged with trailblazers, confident in our understanding of our colleagues’ needs and by participating in discussions, we shaped standards to address those needs. We now contribute to meaningful standards, ensuring our training remains pertinent. Although the ongoing challenge is to maintain relevance, most standards permit development, and our active involvement in trailblazer reviews persists.This involvement in Trailblazer is critical for any business that wants an effective apprenticeship programme.Lesson three – Make the training relevant, and keep it relevant.We were really proud that we had developed the relevant training for our colleagues, the next challenge was getting engagement from across the business. This was not easy as we have hundreds of managers and leaders, each with varying perspectives on apprenticeships which were not always positive. The word ‘apprenticeship’ was a problem, especially within the construction sector with a memory of youngsters straight out of education on their first job. We needed to engage these leaders in utilising this t...]]></description><guid isPermaLink="false">ozWE3Xx5</guid><pubDate>Tue, 06 Feb 2024 09:23:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58583442/avopmzfgd6pcb87a55q3b0gooavb1zkq8mfossj6.mp3" length="1694784" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7cf26165-4050-43ee-a2c6-75c32d9ebb3b/7cf26165-4050-43ee-a2c6-75c32d9ebb3b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7cf26165-4050-43ee-a2c6-75c32d9ebb3b/7cf26165-4050-43ee-a2c6-75c32d9ebb3b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7cf26165-4050-43ee-a2c6-75c32d9ebb3b/7cf26165-4050-43ee-a2c6-75c32d9ebb3b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Building an apprenticeship scheme that meets individual and organisational needs whilst fully utilising the Apprentice Levy is no easy task. I know that we are not alone in trying to do this but we are quite pleased with how it is going and wanted to...</itunes:subtitle><itunes:summary><![CDATA[Building an apprenticeship scheme that meets individual and organisational needs whilst fully utilising the Apprentice Levy is no easy task. I know that we are not alone in trying to do this but we are quite pleased with how it is going and wanted to share some of what we have learned so far.The PieceThe dictionary definition of success is the accomplishment of an aim or purpose. At Travis Perkins plc, we have some fairly significant aims one of which is to help build the next-generation workforce for the construction sector and a very defined purpose to help build better communities and enrich lives.Our apprenticeship programme sits at the heart of what we are trying to achieve and we are really proud of what we have built over the last few years. Since the levy’s introduction, we have had 1,500 apprentice graduates and plan to increase that number to over 10,000 by the end of 2030. I wouldn’t say it has been the easiest of journeys but there have been some great learnings along the way.I could share the entire journey, starting from the moment we realised we had to allocate 0.5% of our payroll to the Chancellor, but I am sure you would get bored. So I thought it might be more helpful to concentrate on three of the crucial lessons we have learned.Lesson one  – Forget it’s an apprenticeshipThe first is to forget that you are developing an apprenticeship. Now that may seem a bit odd, but at the beginning back in 2017 we got quite confused trying to work out how to get a training provider to understand our needs. How to find the right apprenticeship standard, and how the standard fits the needs of our business. There were a lot of square peg and round hole discussions.It took us a couple of years to realise we were unnecessarily complicating things. So we took things back to basics and asked ourselves, “What essential knowledge does a colleague in the business need to do their job?”. The theory was that if we trained them on what we needed then we would be training them on what our industry needed.When we knew what we needed, we then sought an apprenticeship standard that aligned with our requirements and an apprenticeship Provider who could deliver that standard the way we wanted.Now that wasn’t a simple task and we realised that we weren’t always going to find appropriate providers. The answer was simple and we set ourselves up as an Employer Provider to fill our needs where we could not find an appropriate Training provider.Today we have an apprenticeship for nearly every job role we have in our business. We have a mixture of programmes ones that we deliver ourselves and ones that are delivered by our external partnersLesson two – Know what your business needs and work for it.Now, while this approach worked well where we had the appropriate standard in place, there were instances where the standard required correction or no standard actually existed. Undeterred, we engaged with trailblazers, confident in our understanding of our colleagues’ needs and by participating in discussions, we shaped standards to address those needs. We now contribute to meaningful standards, ensuring our training remains pertinent. Although the ongoing challenge is to maintain relevance, most standards permit development, and our active involvement in trailblazer reviews persists.This involvement in Trailblazer is critical for any business that wants an effective apprenticeship programme.Lesson three – Make the training relevant, and keep it relevant.We were really proud that we had developed the relevant training for our colleagues, the next challenge was getting engagement from across the business. This was not easy as we have hundreds of managers and leaders, each with varying perspectives on apprenticeships which were not always positive. The word ‘apprenticeship’ was a problem, especially within the construction sector with a memory of youngsters straight out of education on their first job. We needed to engage these leaders in utilising...]]></itunes:summary><itunes:duration>424</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>National Apprenticeship Week 2024: Skills For Life</title><link>https://www.spreaker.com/episode/national-apprenticeship-week-2024-skills-for-life--58583444</link><description><![CDATA[“Skills for Life” is both an inspirational and very appropriate theme for this year’s National Apprenticeship Week. The half-life of skills is shrinking making continuous learning essential. In this article, Jenny explains how apprenticeships can help individuals and organisations fill the growing skills gap.“Skills for Life” is a very inspirational theme for this year’s National Apprenticeship Week. “It all starts with skills” is the strapline and what an interesting one to choose, as opposed to “it all starts with qualifications or exam results”. The campaign aims to inspire individuals and businesses to make the most of their potential. This is very much needed, as according to the World Economic Forum, closing the global skills gap could add US$11.5 trillion to global GDP by 2028, and education and training systems need to keep pace with market demands. Companies estimate that 50% of all employees will need reskilling.At IBM, this is not a new theme. Continuous skills development is critical in delivering valued service to our clients, and therefore a sustainable learning culture is paramount to IBM’s success. Every IBMer commits to enhancing their skills on an ongoing basis.  It’s also changed our attitude to how we recruit at all levels in the company not just in the UK, but globally too. In today’s economy, a career in technology does not always require a traditional bachelor’s degree. Skills are the currency of today and tomorrow and the half-life of skills is shrinking; the skills a person has today could be obsolete in a few years which makes continuous learning essential.Change starts at the topChange starts at the top, so executive buy in to “Skills for Life” is vital. Leaders can change the tone used within a company and create more open and equitable pathways to employment for all by ensuring they have an integrated apprenticeship strategy. Showcasing talent to the organisation, sharing their amazing stories, and showing off their results is a great way to encourage others to follow. Apprenticeships are relevant for people of all ages and all levels. They are a chance to earn while you learn. They are also great opportunities for mid-career workers to build new skills or break into new industries without having to leave the workforce to be a full-time student.In recruitment, we emphasise skills-first hiring, meaning we prioritise the right mix of in-demand skills over specific degrees when looking for talent to work in technology’s fastest-growing areas such as cloud computing, AI, cybersecurity, and digital design. Skills-first hiring addresses the opportunity-gap and provides a pathway for diverse talent to enter the technology industry. Our skills-first policy helps address the disconnect between job openings and qualified applicants.We have then gone even further, by making a global plan to provide 30 million people of all ages with the new skills needed for the jobs of tomorrow by 2030. This commitment will help democratise opportunity, fill the growing skills gap, and give new generations of workers the tools they need to be successful in an ever-changing economy.Artificial Intelligence (AI) Skills GapIf we look at the hot topic of artificial intelligence (AI), a new IBM study has found that the top barrier hindering successful AI adoption at enterprises both exploring or deploying AI are limited AI skills and expertise (38%).  Nearly one-in-four (24%) UK organisations do not have employees with the right skills in place to use new AI or automation tools and 19% cannot find new hires with the skills to address that gap. Only 32% are currently training or reskilling employees to work together with new automation and AI tools.To help close the global AI skills gap, IBM has made a commitment to train two million learners in AI by the end of 2026, with a focus on underrepresented communities. To achieve this goal at a global scale, IBM is expanding AI education collaborations with universities and NGOs globally...]]></description><guid isPermaLink="false">BzNdjpxK</guid><pubDate>Tue, 06 Feb 2024 09:01:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58583444/h0bsp53hpnkxxecytrq63598p9vwootx1ymyt235.mp3" length="1665888" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4a549-c2ef-4821-b9fe-3d9586cb209b/4cc4a549-c2ef-4821-b9fe-3d9586cb209b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4a549-c2ef-4821-b9fe-3d9586cb209b/4cc4a549-c2ef-4821-b9fe-3d9586cb209b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4cc4a549-c2ef-4821-b9fe-3d9586cb209b/4cc4a549-c2ef-4821-b9fe-3d9586cb209b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>“Skills for Life” is both an inspirational and very appropriate theme for this year’s National Apprenticeship Week. The half-life of skills is shrinking making continuous learning essential. In this article, Jenny explains how apprenticeships can help...</itunes:subtitle><itunes:summary><![CDATA[“Skills for Life” is both an inspirational and very appropriate theme for this year’s National Apprenticeship Week. The half-life of skills is shrinking making continuous learning essential. In this article, Jenny explains how apprenticeships can help individuals and organisations fill the growing skills gap.“Skills for Life” is a very inspirational theme for this year’s National Apprenticeship Week. “It all starts with skills” is the strapline and what an interesting one to choose, as opposed to “it all starts with qualifications or exam results”. The campaign aims to inspire individuals and businesses to make the most of their potential. This is very much needed, as according to the World Economic Forum, closing the global skills gap could add US$11.5 trillion to global GDP by 2028, and education and training systems need to keep pace with market demands. Companies estimate that 50% of all employees will need reskilling.At IBM, this is not a new theme. Continuous skills development is critical in delivering valued service to our clients, and therefore a sustainable learning culture is paramount to IBM’s success. Every IBMer commits to enhancing their skills on an ongoing basis.  It’s also changed our attitude to how we recruit at all levels in the company not just in the UK, but globally too. In today’s economy, a career in technology does not always require a traditional bachelor’s degree. Skills are the currency of today and tomorrow and the half-life of skills is shrinking; the skills a person has today could be obsolete in a few years which makes continuous learning essential.Change starts at the topChange starts at the top, so executive buy in to “Skills for Life” is vital. Leaders can change the tone used within a company and create more open and equitable pathways to employment for all by ensuring they have an integrated apprenticeship strategy. Showcasing talent to the organisation, sharing their amazing stories, and showing off their results is a great way to encourage others to follow. Apprenticeships are relevant for people of all ages and all levels. They are a chance to earn while you learn. They are also great opportunities for mid-career workers to build new skills or break into new industries without having to leave the workforce to be a full-time student.In recruitment, we emphasise skills-first hiring, meaning we prioritise the right mix of in-demand skills over specific degrees when looking for talent to work in technology’s fastest-growing areas such as cloud computing, AI, cybersecurity, and digital design. Skills-first hiring addresses the opportunity-gap and provides a pathway for diverse talent to enter the technology industry. Our skills-first policy helps address the disconnect between job openings and qualified applicants.We have then gone even further, by making a global plan to provide 30 million people of all ages with the new skills needed for the jobs of tomorrow by 2030. This commitment will help democratise opportunity, fill the growing skills gap, and give new generations of workers the tools they need to be successful in an ever-changing economy.Artificial Intelligence (AI) Skills GapIf we look at the hot topic of artificial intelligence (AI), a new IBM study has found that the top barrier hindering successful AI adoption at enterprises both exploring or deploying AI are limited AI skills and expertise (38%).  Nearly one-in-four (24%) UK organisations do not have employees with the right skills in place to use new AI or automation tools and 19% cannot find new hires with the skills to address that gap. Only 32% are currently training or reskilling employees to work together with new automation and AI tools.To help close the global AI skills gap, IBM has made a commitment to train two million learners in AI by the end of 2026, with a focus on underrepresented communities. To achieve this goal at a global scale, IBM is expanding AI education collaborations with universities and NGOs...]]></itunes:summary><itunes:duration>417</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>A big number worth celebrating</title><link>https://www.spreaker.com/episode/a-big-number-worth-celebrating--58583443</link><description><![CDATA[Skills Minister Robert Halfon MP shares his thoughts on National Apprenticeship Week 2024.This National Apprenticeship Week, I want to reflect on what government, businesses and educators have achieved together in the remarkable growth of high quality apprenticeships. For over a decade, this government has been striving to make high quality the feature that distinguishes these qualifications, whatever profession they lead to.There were fewer than half a million people doing apprenticeships in 2009/10. Those training programmes had no requirement to last at least a year, and no minimum guided learning hours. Last year over 750,000 people participated in apprenticeships, training to the more rigorous standards we introduced from 2014. These were designed in partnership with many different industries, to restore the rigour and respect that apprenticeships had lost. There are now over 690 high quality standards available, for roles ranging from structural engineering to software development. Crucially, each one now delivers the skills that those industries are seeking in their new staff.This academic year we’ve already seen 130,830 apprenticeship starts (August-October 2023), up 7% on the same period the previous year. Among those, the number of young people under 25 starting an apprenticeship is up by 6%, at 78,960 starts. And the number of achievements is up 22% so far this academic year, with 37,400 people passing their apprenticeship.This is obviously great for those directly involved – the businesses nurturing talent that will give them a competitive edge, and the apprentices climbing the Ladder of Opportunity to higher earning power. But the legacy of this government’s skills revolution will also be long term economic growth, with high quality apprenticeships creating a pipeline of talent that boosts business success.Social justice incl. Care-leavers, Disabled Apps and the Teacher Degree ApprenticeshipAnother reason to celebrate the growth of high quality apprenticeships is the wider distribution of valuable opportunities. When I’m on the road this National Apprenticeship Week, going from West to East, the apprentices I most look forward to meeting are those whose apprenticeship has made the biggest difference. People (young and old) who did not do well at school, were held back by their circumstances – or just never thought they were the sort of person to land a job at Airbus, or graduate from Exeter University with a degree apprenticeship. That the apprenticeship programme can facilitate these outcomes is real social justice in action. These opportunities need to be available everywhere, particularly to people unlikely to apply for them unless encouraged to by their school or college.I’m keen that we present apprenticeships to disadvantaged candidates as an attractive, supported option. That includes young people who have been brought-up in care, and haven’t enjoyed a stable family background to guide decisions about their future. That’s why in August we raised the bursary for care-leavers starting an apprenticeship to £3,000. These young people can now begin their career confident they can cover the living costs usually met by family. This is on top of the £1,000 available to both the employer and training provider who take on a care-experienced apprentice – making a total of £5,000 of additional funding per apprentice to boost outcomes for this group.I also want to explore how we can help disadvantaged apprentices to progress and complete their training. That’s why we have begun a pilot scheme to help training providers offer quality mentoring to disabled people embarking on an apprenticeship. This will give participants tailored support from someone who understands the programme, as well as their individual needs and circumstances.Developing apprenticeships that widen access to traditional graduate professions demonstrates their further potential for social justice. That’s why the Secretary of State launched the Teacher...]]></description><guid isPermaLink="false">mLmVZQxN</guid><pubDate>Tue, 06 Feb 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58583443/nryhx4gzpwlruwyexfvatdblsogdycj6tkkelj2w.mp3" length="1503840" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cf33e334-a6ab-4a11-ba78-ededa8c77822/cf33e334-a6ab-4a11-ba78-ededa8c77822.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cf33e334-a6ab-4a11-ba78-ededa8c77822/cf33e334-a6ab-4a11-ba78-ededa8c77822.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cf33e334-a6ab-4a11-ba78-ededa8c77822/cf33e334-a6ab-4a11-ba78-ededa8c77822.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Skills Minister Robert Halfon MP shares his thoughts on National Apprenticeship Week 2024.This National Apprenticeship Week, I want to reflect on what government, businesses and educators have achieved together in the remarkable growth of high quality...</itunes:subtitle><itunes:summary><![CDATA[Skills Minister Robert Halfon MP shares his thoughts on National Apprenticeship Week 2024.This National Apprenticeship Week, I want to reflect on what government, businesses and educators have achieved together in the remarkable growth of high quality apprenticeships. For over a decade, this government has been striving to make high quality the feature that distinguishes these qualifications, whatever profession they lead to.There were fewer than half a million people doing apprenticeships in 2009/10. Those training programmes had no requirement to last at least a year, and no minimum guided learning hours. Last year over 750,000 people participated in apprenticeships, training to the more rigorous standards we introduced from 2014. These were designed in partnership with many different industries, to restore the rigour and respect that apprenticeships had lost. There are now over 690 high quality standards available, for roles ranging from structural engineering to software development. Crucially, each one now delivers the skills that those industries are seeking in their new staff.This academic year we’ve already seen 130,830 apprenticeship starts (August-October 2023), up 7% on the same period the previous year. Among those, the number of young people under 25 starting an apprenticeship is up by 6%, at 78,960 starts. And the number of achievements is up 22% so far this academic year, with 37,400 people passing their apprenticeship.This is obviously great for those directly involved – the businesses nurturing talent that will give them a competitive edge, and the apprentices climbing the Ladder of Opportunity to higher earning power. But the legacy of this government’s skills revolution will also be long term economic growth, with high quality apprenticeships creating a pipeline of talent that boosts business success.Social justice incl. Care-leavers, Disabled Apps and the Teacher Degree ApprenticeshipAnother reason to celebrate the growth of high quality apprenticeships is the wider distribution of valuable opportunities. When I’m on the road this National Apprenticeship Week, going from West to East, the apprentices I most look forward to meeting are those whose apprenticeship has made the biggest difference. People (young and old) who did not do well at school, were held back by their circumstances – or just never thought they were the sort of person to land a job at Airbus, or graduate from Exeter University with a degree apprenticeship. That the apprenticeship programme can facilitate these outcomes is real social justice in action. These opportunities need to be available everywhere, particularly to people unlikely to apply for them unless encouraged to by their school or college.I’m keen that we present apprenticeships to disadvantaged candidates as an attractive, supported option. That includes young people who have been brought-up in care, and haven’t enjoyed a stable family background to guide decisions about their future. That’s why in August we raised the bursary for care-leavers starting an apprenticeship to £3,000. These young people can now begin their career confident they can cover the living costs usually met by family. This is on top of the £1,000 available to both the employer and training provider who take on a care-experienced apprentice – making a total of £5,000 of additional funding per apprentice to boost outcomes for this group.I also want to explore how we can help disadvantaged apprentices to progress and complete their training. That’s why we have begun a pilot scheme to help training providers offer quality mentoring to disabled people embarking on an apprenticeship. This will give participants tailored support from someone who understands the programme, as well as their individual needs and circumstances.Developing apprenticeships that widen access to traditional graduate professions demonstrates their further potential for social justice. That’s why the Secretary of State launched the...]]></itunes:summary><itunes:duration>376</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The power of apprenticeships to change lives and economies</title><link>https://www.spreaker.com/episode/the-power-of-apprenticeships-to-change-lives-and-economies--58573304</link><description><![CDATA[Kirstie Donnelly MBE, Chief Executive, City &amp; Guilds reflects on the positive value of apprenticeships to learners and the economy. She focuses on how apprenticeships can address skills gaps, and change lives and offers insight on challenges in increasing apprenticeship uptake as well as changing public perception of the value of an apprenticeship and ensuring that the apprenticeships work for employers.National Apprenticeship Week 2024 OverviewAs we approach the start of National Apprenticeship Week 2024, I am struck by just how many lives are changed, following the chance to take on an apprenticeship. By March this year, City &amp; Guilds will enable 70,000 apprenticeship completions – that’s an impressive milestone as we go into this year’s National Apprenticeship Week.Real Stories of TransformationBehind these numbers, there are of course real lives and real opportunities unfolding.  Take Melissa who studied for an apprenticeship in Digital Technology Solutions now working for a major corporation in their CSR department.  Or Jarishan, a former Microsoft Apprentice, is currently a data consultant, he is passionate about apprenticeships and an ambassador for training and skills that can be accessed through vocational and technical routes. Or Tanaka who has been passionate about apprenticeships since his sixth-form education when he knew that an apprenticeship was the best option for him. He has since undertaken apprenticeships for 7 years consecutively &amp; is currently a project manager at Balfour Beatty.These young people are embracing opportunity, learning and earning thanks to apprenticeships! And we at City &amp; Guilds gain so much from them. Melissa, Jarishan and Tanaka are three members of our Young Learner Advisory Team who help us to make sure we are doing things right. Both as a leader in apprenticeship certification and our apprenticeship delivery, as well as a broker to industry taking apprentices on!Challenges and Trends in ApprenticeshipsThere is a caveat to this progress, however, which is that the current national trend, published by ONS, shows a decline in the number of young, Level 2 apprentices, and a simultaneous, corresponding increase in apprenticeships being completed by older age groups in the workforce. Both are important talent pools we need to harness if we are to meet our ambitions for a growing economy and address the skills gap. To tackle this, we must continue to push for more industry-relevant approaches to apprenticeships and enable more flex in the system for greater success.Industry-Relevant Approaches and Success StoriesMillie Norman, a City &amp; Guilds nuclear engineering apprentice, who trained with Gen2 at Sellafield in Cumbria is an example of how apprenticeships are meeting industry needs. Millie completed her A Levels before leaving school and chose to apply for an apprenticeship, instead of going to university, to get real-world experience in her chosen field of work. She says,“I knew throughout school that I was a visual learner and would benefit more from being in an environment where I could watch different jobs taking place in real life, rather than learning it from a textbook.”When asked, what, for her, is the best thing about being an apprentice, Millie says:“It’s the wide, diverse range of people you meet within the industry. Being introduced to different job roles and different people gave me a real understanding of what working life in the nuclear industry is really like – all working together to reach a common goal. Being surrounded by many people from different engineering backgrounds gave me a wider support system to complete my apprenticeship. This is because I would always be certain that any query I had about my apprenticeship or the industry would be answered, as I had access to many different contacts who were always willing to help.”Mission of City &amp; GuildsEnsuring that apprentices like Millie Norman, have the skills and confidence they need to progress...]]></description><guid isPermaLink="false">Y9B3Q1zl</guid><pubDate>Mon, 05 Feb 2024 10:37:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58573304/qy24i0g0mayy1grh6vmfr5dacqcmm4xxtzs8axm8.mp3" length="1752288" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c36b19-1f60-4b22-96b7-0be6aa9a9657/e8c36b19-1f60-4b22-96b7-0be6aa9a9657.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c36b19-1f60-4b22-96b7-0be6aa9a9657/e8c36b19-1f60-4b22-96b7-0be6aa9a9657.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e8c36b19-1f60-4b22-96b7-0be6aa9a9657/e8c36b19-1f60-4b22-96b7-0be6aa9a9657.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Kirstie Donnelly MBE, Chief Executive, City &amp;amp; Guilds reflects on the positive value of apprenticeships to learners and the economy. She focuses on how apprenticeships can address skills gaps, and change lives and offers insight on challenges in...</itunes:subtitle><itunes:summary><![CDATA[Kirstie Donnelly MBE, Chief Executive, City &amp; Guilds reflects on the positive value of apprenticeships to learners and the economy. She focuses on how apprenticeships can address skills gaps, and change lives and offers insight on challenges in increasing apprenticeship uptake as well as changing public perception of the value of an apprenticeship and ensuring that the apprenticeships work for employers.National Apprenticeship Week 2024 OverviewAs we approach the start of National Apprenticeship Week 2024, I am struck by just how many lives are changed, following the chance to take on an apprenticeship. By March this year, City &amp; Guilds will enable 70,000 apprenticeship completions – that’s an impressive milestone as we go into this year’s National Apprenticeship Week.Real Stories of TransformationBehind these numbers, there are of course real lives and real opportunities unfolding.  Take Melissa who studied for an apprenticeship in Digital Technology Solutions now working for a major corporation in their CSR department.  Or Jarishan, a former Microsoft Apprentice, is currently a data consultant, he is passionate about apprenticeships and an ambassador for training and skills that can be accessed through vocational and technical routes. Or Tanaka who has been passionate about apprenticeships since his sixth-form education when he knew that an apprenticeship was the best option for him. He has since undertaken apprenticeships for 7 years consecutively &amp; is currently a project manager at Balfour Beatty.These young people are embracing opportunity, learning and earning thanks to apprenticeships! And we at City &amp; Guilds gain so much from them. Melissa, Jarishan and Tanaka are three members of our Young Learner Advisory Team who help us to make sure we are doing things right. Both as a leader in apprenticeship certification and our apprenticeship delivery, as well as a broker to industry taking apprentices on!Challenges and Trends in ApprenticeshipsThere is a caveat to this progress, however, which is that the current national trend, published by ONS, shows a decline in the number of young, Level 2 apprentices, and a simultaneous, corresponding increase in apprenticeships being completed by older age groups in the workforce. Both are important talent pools we need to harness if we are to meet our ambitions for a growing economy and address the skills gap. To tackle this, we must continue to push for more industry-relevant approaches to apprenticeships and enable more flex in the system for greater success.Industry-Relevant Approaches and Success StoriesMillie Norman, a City &amp; Guilds nuclear engineering apprentice, who trained with Gen2 at Sellafield in Cumbria is an example of how apprenticeships are meeting industry needs. Millie completed her A Levels before leaving school and chose to apply for an apprenticeship, instead of going to university, to get real-world experience in her chosen field of work. She says,“I knew throughout school that I was a visual learner and would benefit more from being in an environment where I could watch different jobs taking place in real life, rather than learning it from a textbook.”When asked, what, for her, is the best thing about being an apprentice, Millie says:“It’s the wide, diverse range of people you meet within the industry. Being introduced to different job roles and different people gave me a real understanding of what working life in the nuclear industry is really like – all working together to reach a common goal. Being surrounded by many people from different engineering backgrounds gave me a wider support system to complete my apprenticeship. This is because I would always be certain that any query I had about my apprenticeship or the industry would be answered, as I had access to many different contacts who were always willing to help.”Mission of City &amp; GuildsEnsuring that apprentices like Millie Norman, have the skills and confidence they need to...]]></itunes:summary><itunes:duration>439</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Time to fix the Levy</title><link>https://www.spreaker.com/episode/time-to-fix-the-levy--58573307</link><description><![CDATA[Eight years on from the launch of the Apprenticeship Levy, and billions are still going unspent while industry struggles with skills gaps.  Anna Clarke, director of employer engagement and partnerships at Milton Keynes College Group, says it’s time for reform.As we celebrate National Apprenticeship Week, colleges across the land will also be bemoaning the struggles we all have with the Levy.  Wouldn’t it be wonderful if by the time NAW comes around in 2025, we were working with a system that was fit for purpose in supporting business with the people it needs?Broadening Levy Spending and Simplifying Bureaucracy for Small EmployersTwo areas are in desperate need of reform.  Levy spending must be both broader and more targeted in terms of the training it supports, and the bureaucracy that puts off so many smaller employers must be simplified.There is clear evidence that the system isn’t working as well as it should, in that since the Levy was launched in 2017, more than two billion pounds of unspent apprenticeship funding has been handed back to the Treasury by DfE.  Those of us involved with the apprenticeship sector, know only too well that small business people are dissuaded from signing up because they think it will all be too complicated, consuming time they don’t have.  And they’re right.  It is and it does.  Hours are spent online form-filling and sending documents backwards and forwards.  There are problems over communication, for example to meet the requirements of the double lock.  The average hairdresser or builder may not be as comfortable in the digital world as we are in colleges, and even if they do follow through and take on an apprentice, some we’ve dealt with have been so scarred by the process as to say never again. Everyone understands that much of the complexity in the system is designed to weed out unscrupulous providers, but it can’t be right that the process has so much impact on those who are trying to do things properly.  Apprenticeship contracts are often more than forty pages long, which is in itself potentially daunting and intimidating for smaller employers.  Surely those can be simplified?Then there’s the application of the Levy itself.Being tied strictly to apprenticeships only is an unnecessarily eggs in one basket approach.  Why not rename it the Training and Apprenticeship Levy, and make funding available for other, equally useful programmes?In this, we see a disconnect between the wishes of the LSIPs (Local Skills Improvement Plans) and the DfE.  LSIPs everywhere, are for example, expressing a need for bite-sized training.  If a small business has an employee struggling with Excel, a couple of afternoons with their local college could be transformational in terms of their performance and value to the company.  It would surely make sense if there was funding from the Levy available for that kind of opportunity. Similarly, we hear concerns from small and medium sized businesses that they will not have the skills required to train apprentices as well as they might.  Colleges could provide mentoring schemes for those people, again, if they were funded from the levy.  This greater flexibility would also allow the bigger companies, the Levy contributors, to think more broadly about how their money could be spent, rather than shrugging their shoulders at the end of the financial year and reluctantly seeing their cash slip away to the Chancellor.The Levy was initially designed to help bring 16-18 year olds into work, but it’s not doing that to the degree that it might.  Level 2 apprenticeships, for example, have fallen by 32% as a proportion of overall spending since the Levy’s inception in 2017.  The proportion spent on under 19s has also gone down over the same period by 9%.  It would make sense if, say, 50% or 60% of the overall Levy take had to be spent on apprenticeships, with the rest being available for other forms of training, with maybe again, 40% or 50% of the total, earmarked for 16 – 18 yea...]]></description><guid isPermaLink="false">597wD79R</guid><pubDate>Mon, 05 Feb 2024 10:36:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58573307/db083uciq6vasyrzajfgqxua8jxptg62ea5umwxd.mp3" length="1155936" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c/4c1132d7-fdc9-485e-b3a4-24f39a5ffe7c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Eight years on from the launch of the Apprenticeship Levy, and billions are still going unspent while industry struggles with skills gaps.  Anna Clarke, director of employer engagement and partnerships at Milton Keynes College Group, says it’s time...</itunes:subtitle><itunes:summary><![CDATA[Eight years on from the launch of the Apprenticeship Levy, and billions are still going unspent while industry struggles with skills gaps.  Anna Clarke, director of employer engagement and partnerships at Milton Keynes College Group, says it’s time for reform.As we celebrate National Apprenticeship Week, colleges across the land will also be bemoaning the struggles we all have with the Levy.  Wouldn’t it be wonderful if by the time NAW comes around in 2025, we were working with a system that was fit for purpose in supporting business with the people it needs?Broadening Levy Spending and Simplifying Bureaucracy for Small EmployersTwo areas are in desperate need of reform.  Levy spending must be both broader and more targeted in terms of the training it supports, and the bureaucracy that puts off so many smaller employers must be simplified.There is clear evidence that the system isn’t working as well as it should, in that since the Levy was launched in 2017, more than two billion pounds of unspent apprenticeship funding has been handed back to the Treasury by DfE.  Those of us involved with the apprenticeship sector, know only too well that small business people are dissuaded from signing up because they think it will all be too complicated, consuming time they don’t have.  And they’re right.  It is and it does.  Hours are spent online form-filling and sending documents backwards and forwards.  There are problems over communication, for example to meet the requirements of the double lock.  The average hairdresser or builder may not be as comfortable in the digital world as we are in colleges, and even if they do follow through and take on an apprentice, some we’ve dealt with have been so scarred by the process as to say never again. Everyone understands that much of the complexity in the system is designed to weed out unscrupulous providers, but it can’t be right that the process has so much impact on those who are trying to do things properly.  Apprenticeship contracts are often more than forty pages long, which is in itself potentially daunting and intimidating for smaller employers.  Surely those can be simplified?Then there’s the application of the Levy itself.Being tied strictly to apprenticeships only is an unnecessarily eggs in one basket approach.  Why not rename it the Training and Apprenticeship Levy, and make funding available for other, equally useful programmes?In this, we see a disconnect between the wishes of the LSIPs (Local Skills Improvement Plans) and the DfE.  LSIPs everywhere, are for example, expressing a need for bite-sized training.  If a small business has an employee struggling with Excel, a couple of afternoons with their local college could be transformational in terms of their performance and value to the company.  It would surely make sense if there was funding from the Levy available for that kind of opportunity. Similarly, we hear concerns from small and medium sized businesses that they will not have the skills required to train apprentices as well as they might.  Colleges could provide mentoring schemes for those people, again, if they were funded from the levy.  This greater flexibility would also allow the bigger companies, the Levy contributors, to think more broadly about how their money could be spent, rather than shrugging their shoulders at the end of the financial year and reluctantly seeing their cash slip away to the Chancellor.The Levy was initially designed to help bring 16-18 year olds into work, but it’s not doing that to the degree that it might.  Level 2 apprenticeships, for example, have fallen by 32% as a proportion of overall spending since the Levy’s inception in 2017.  The proportion spent on under 19s has also gone down over the same period by 9%.  It would make sense if, say, 50% or 60% of the overall Levy take had to be spent on apprenticeships, with the rest being available for other forms of training, with maybe again, 40% or 50% of the total, earmarked for 16 – 18...]]></itunes:summary><itunes:duration>289</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Value of Credentials</title><link>https://www.spreaker.com/episode/the-value-of-credentials--58543323</link><description><![CDATA[Stuart explores how micro-credentials are currently being utilised within the UK and discusses how the vocational education sector is currently not as engaged as the higher education space. Stuart provides a way forward for the sector to more fully engage and explores the benefits of doing so.Micro-Credentials in the UK Higher Education SectorMicro-credentials has been a term de jour for years now, second only to AI in terms of discussions, it’s a much misinterpreted and misunderstood term. To add to the endless and conflicting definitions out there, I interpret a micro-credential as a piece of learning shorter than a qualification, comprising skills that the labour market is in need of, and usually has learning outcomes and summative assessment.In the UK higher education sector there is some recognition of the term, and credits for micro-credentials. The sector however is utilising them in different ways from just splitting courses they already have up into smaller chunks to sell, to developing specific pieces of training for workers. What is missing in the UK sector is the application of micro-credentials in the vocational education sector. One of the biggest complaints from industry is that the training and qualifications coming out are out of date and can never stay up to date. Many companies, especially in the data and IT sectors prefer workers to come to them without qualifications and train them in-house so that they don’t have that issue. Micro credentials, as much smaller pieces of learning can thus be more agile and therefore, much more relevant, whether this is achieved via an official definition or industry taking the lead and creating value their own way is the biggest question at present.   Intriguingly, New Zealand’s micro-credential sector is mostly vocational in content, in contrast to most countries where the higher education sector is dominant. New Zealand is also one of the few countries in which the vocational sector has a formal micro-credential definition under which all micro-credentials are quality assured by the New Zealand Qualifications Authority (NZQA). The micro-credentials are credit-based, part of the New Zealand Qualifications Framework, can be at any level of the framework and are on the NZ micro-credential register. To be approved they must show industry and/or community need, and the credential must be reviewed every 1-3 years for currency. By having them setup this way, industries understand what micro-credentials are and the quality assurance and regulation embedded show that they have worth and thus make them attractive to the learner to undertake and the employer to hire.Opportunities for Vocational EducationThe vocational education sector has a huge opportunity to build on what they currently have and create more. This isn’t a call to replace the apprenticeships, the T-levels or the myriad of other qualifications that exist. Indeed, in the New Zealand model, micro-credentials need to comprise of material not already in qualifications, placing micro-credentials as something else, something additional. Most people will have to change jobs multiple times over their careers, and they need to have and be able to learn and showcase these skillsets to help them. Micro-credentials could be a gamechanger for vocational education: regular top-ups of education over the course of someone’s career, whether it be new learning or recognition of prior learning, there is so much potential.The Distinction Between ‘Short Courses’ and ‘Micro-CredentialsWhilst short courses have been in existence for decades, the difference between a ‘short course’ and a ‘micro-credential’ is in the wider understanding of, and value of the term. There are endless short courses issued by a wide variety of organisations online and in institutions, but do all of them help someone with their career? Do they make a worker more employable? It depends significantly on the issuing organisation, the quality behind it and the recogni...]]></description><guid isPermaLink="false">MzjVKlzK</guid><pubDate>Fri, 02 Feb 2024 12:21:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58543323/rlsecfrhu0aeszbrfiefogczfffyy8yunjgvkeqq.mp3" length="1308864" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47c2b106-3a76-4b8c-99ec-5a684798fdd2/47c2b106-3a76-4b8c-99ec-5a684798fdd2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47c2b106-3a76-4b8c-99ec-5a684798fdd2/47c2b106-3a76-4b8c-99ec-5a684798fdd2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47c2b106-3a76-4b8c-99ec-5a684798fdd2/47c2b106-3a76-4b8c-99ec-5a684798fdd2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Stuart explores how micro-credentials are currently being utilised within the UK and discusses how the vocational education sector is currently not as engaged as the higher education space. Stuart provides a way forward for the sector to more fully...</itunes:subtitle><itunes:summary><![CDATA[Stuart explores how micro-credentials are currently being utilised within the UK and discusses how the vocational education sector is currently not as engaged as the higher education space. Stuart provides a way forward for the sector to more fully engage and explores the benefits of doing so.Micro-Credentials in the UK Higher Education SectorMicro-credentials has been a term de jour for years now, second only to AI in terms of discussions, it’s a much misinterpreted and misunderstood term. To add to the endless and conflicting definitions out there, I interpret a micro-credential as a piece of learning shorter than a qualification, comprising skills that the labour market is in need of, and usually has learning outcomes and summative assessment.In the UK higher education sector there is some recognition of the term, and credits for micro-credentials. The sector however is utilising them in different ways from just splitting courses they already have up into smaller chunks to sell, to developing specific pieces of training for workers. What is missing in the UK sector is the application of micro-credentials in the vocational education sector. One of the biggest complaints from industry is that the training and qualifications coming out are out of date and can never stay up to date. Many companies, especially in the data and IT sectors prefer workers to come to them without qualifications and train them in-house so that they don’t have that issue. Micro credentials, as much smaller pieces of learning can thus be more agile and therefore, much more relevant, whether this is achieved via an official definition or industry taking the lead and creating value their own way is the biggest question at present.   Intriguingly, New Zealand’s micro-credential sector is mostly vocational in content, in contrast to most countries where the higher education sector is dominant. New Zealand is also one of the few countries in which the vocational sector has a formal micro-credential definition under which all micro-credentials are quality assured by the New Zealand Qualifications Authority (NZQA). The micro-credentials are credit-based, part of the New Zealand Qualifications Framework, can be at any level of the framework and are on the NZ micro-credential register. To be approved they must show industry and/or community need, and the credential must be reviewed every 1-3 years for currency. By having them setup this way, industries understand what micro-credentials are and the quality assurance and regulation embedded show that they have worth and thus make them attractive to the learner to undertake and the employer to hire.Opportunities for Vocational EducationThe vocational education sector has a huge opportunity to build on what they currently have and create more. This isn’t a call to replace the apprenticeships, the T-levels or the myriad of other qualifications that exist. Indeed, in the New Zealand model, micro-credentials need to comprise of material not already in qualifications, placing micro-credentials as something else, something additional. Most people will have to change jobs multiple times over their careers, and they need to have and be able to learn and showcase these skillsets to help them. Micro-credentials could be a gamechanger for vocational education: regular top-ups of education over the course of someone’s career, whether it be new learning or recognition of prior learning, there is so much potential.The Distinction Between ‘Short Courses’ and ‘Micro-CredentialsWhilst short courses have been in existence for decades, the difference between a ‘short course’ and a ‘micro-credential’ is in the wider understanding of, and value of the term. There are endless short courses issued by a wide variety of organisations online and in institutions, but do all of them help someone with their career? Do they make a worker more employable? It depends significantly on the issuing organisation, the quality behind it and the...]]></itunes:summary><itunes:duration>328</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Navigating Economic Challenges – Sweden’s Economic Outlook and the Role of Robust and Innovative Employability Strategies</title><link>https://www.spreaker.com/episode/navigating-economic-challenges-sweden-s-economic-outlook-and-the-role-of-robust-and-innovative-employability-strategies--58530871</link><description><![CDATA[Sweden’s economy faces challenges due to global economic disruptions and inflationary trends. Innovative employability strategies are crucial to navigate these challenges effectively.Understanding Sweden’s Current Economic LandscapeAs we step into 2024, Sweden’s economy, renowned for its resilience and innovative prowess, faces a unique set of challenges. Characterised by a robust welfare state and a dynamic mixed economy, Sweden has traditionally been a paragon of stability and prosperity in Europe. However, recent global economic disruptions have left an indelible mark, leading to concerns about the immediate future.Global Economic Turbulence – In the wake of the pandemic, geopolitical tensions, and shifting trade dynamics, Sweden, like many global economies, is navigating uncertain waters. These external factors have a profound impact on export-driven economies like Sweden’s.Inflation Concerns – With global inflationary trends, Sweden is experiencing increased cost pressures. This has led to tightened monetary policies by the Riksbank, Sweden’s central bank, affecting investment and consumer spending. The central bank has already raised interest rates rapidly over the last year which did not have the desired effect on inflation until just very recently. However, now that inflation has started to decline, the economy seems to be facing a decline in the construction sector where bankruptcies are increasing as well as a significant increase in unemployment within this sector. It is well known that the construction sector is often the first to see the impact of a deepened financial crisis and monetary restrictions.Technological Disruption – The rapid pace of technological change poses both opportunities and challenges. While it opens avenues for innovation, it also demands rapid adaptation from the workforce.Environmental Considerations – Sweden’s commitment to sustainability and environmental goals also shapes its economic policies, influencing industries across the board. The current Swedish government has questioned the Paris Agreement, and the climate measures agreed across nations. This is likely due to challenges in achieving the goals for 2030 and even 2045 as emissions rise over the next couple of years, sparking a serious debate in Sweden.Swedish Economy Bracing for Challenges AheadIn the coming year, the Swedish economy is expected to confront these challenges head-on and it is anticipated that:Moderate Economic Growth – Given the global economic climate, a moderate growth rate is expected but this still may not be realised given the pressures that will be faced. The focus will likely be on sustainable growth, balancing environmental concerns with economic development but even with this ambition the outcome could still be a worse-than-expected economic downturn, it really is in the balance.Shifts in Employment Sectors – As technology and sustainability become more critical, sectors like green technology, IT, and renewable energy are likely to see growth, while traditional industries may face restructuring. There has already been a huge surge in green technology, especially in the north of Sweden. This has its own problems as the Companies that have established their industries in the region have a challenge in attracting their workforce. These rural areas in the north have historically been depopulated over the last 30-40 years and now when business is booming they are faced with attracting people to their businesses and also building the right infrastructure for large groups of people. Not only is there a challenge in attracting direct employees there is also the parallel issue of relocating people within support sectors to establish schools, health care etc.Continued Digital Transformation – This will remain a key driver of economic change, impacting everything from manufacturing to services.Escalating Unemployment Threatens Swedish StabilityOne of the most pressing concerns is the rising unemployment rate, especial...]]></description><guid isPermaLink="false">DLV1Oyzb</guid><pubDate>Thu, 01 Feb 2024 12:22:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58530871/cc7raxaaylrzq45gbrnkcjkdmg6ptsooowim3icb.mp3" length="1620192" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2b13334d-c8ac-4972-84a8-15db1b9ba0af/2b13334d-c8ac-4972-84a8-15db1b9ba0af.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2b13334d-c8ac-4972-84a8-15db1b9ba0af/2b13334d-c8ac-4972-84a8-15db1b9ba0af.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2b13334d-c8ac-4972-84a8-15db1b9ba0af/2b13334d-c8ac-4972-84a8-15db1b9ba0af.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sweden’s economy faces challenges due to global economic disruptions and inflationary trends. Innovative employability strategies are crucial to navigate these challenges effectively.Understanding Sweden’s Current Economic LandscapeAs we step into...</itunes:subtitle><itunes:summary><![CDATA[Sweden’s economy faces challenges due to global economic disruptions and inflationary trends. Innovative employability strategies are crucial to navigate these challenges effectively.Understanding Sweden’s Current Economic LandscapeAs we step into 2024, Sweden’s economy, renowned for its resilience and innovative prowess, faces a unique set of challenges. Characterised by a robust welfare state and a dynamic mixed economy, Sweden has traditionally been a paragon of stability and prosperity in Europe. However, recent global economic disruptions have left an indelible mark, leading to concerns about the immediate future.Global Economic Turbulence – In the wake of the pandemic, geopolitical tensions, and shifting trade dynamics, Sweden, like many global economies, is navigating uncertain waters. These external factors have a profound impact on export-driven economies like Sweden’s.Inflation Concerns – With global inflationary trends, Sweden is experiencing increased cost pressures. This has led to tightened monetary policies by the Riksbank, Sweden’s central bank, affecting investment and consumer spending. The central bank has already raised interest rates rapidly over the last year which did not have the desired effect on inflation until just very recently. However, now that inflation has started to decline, the economy seems to be facing a decline in the construction sector where bankruptcies are increasing as well as a significant increase in unemployment within this sector. It is well known that the construction sector is often the first to see the impact of a deepened financial crisis and monetary restrictions.Technological Disruption – The rapid pace of technological change poses both opportunities and challenges. While it opens avenues for innovation, it also demands rapid adaptation from the workforce.Environmental Considerations – Sweden’s commitment to sustainability and environmental goals also shapes its economic policies, influencing industries across the board. The current Swedish government has questioned the Paris Agreement, and the climate measures agreed across nations. This is likely due to challenges in achieving the goals for 2030 and even 2045 as emissions rise over the next couple of years, sparking a serious debate in Sweden.Swedish Economy Bracing for Challenges AheadIn the coming year, the Swedish economy is expected to confront these challenges head-on and it is anticipated that:Moderate Economic Growth – Given the global economic climate, a moderate growth rate is expected but this still may not be realised given the pressures that will be faced. The focus will likely be on sustainable growth, balancing environmental concerns with economic development but even with this ambition the outcome could still be a worse-than-expected economic downturn, it really is in the balance.Shifts in Employment Sectors – As technology and sustainability become more critical, sectors like green technology, IT, and renewable energy are likely to see growth, while traditional industries may face restructuring. There has already been a huge surge in green technology, especially in the north of Sweden. This has its own problems as the Companies that have established their industries in the region have a challenge in attracting their workforce. These rural areas in the north have historically been depopulated over the last 30-40 years and now when business is booming they are faced with attracting people to their businesses and also building the right infrastructure for large groups of people. Not only is there a challenge in attracting direct employees there is also the parallel issue of relocating people within support sectors to establish schools, health care etc.Continued Digital Transformation – This will remain a key driver of economic change, impacting everything from manufacturing to services.Escalating Unemployment Threatens Swedish StabilityOne of the most pressing concerns is the rising unemployment rate,...]]></itunes:summary><itunes:duration>406</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Avoiding the Quality Assurance Rut: Strategies for Success</title><link>https://www.spreaker.com/episode/avoiding-the-quality-assurance-rut-strategies-for-success--58530865</link><description><![CDATA[Our relationship with QA isn’t always a comfortable one. That’s worth exploring both as a sector and within each organisation to get the most from our investment in time and energy. At its best, a feature of governance; informing strategic decision-making, underpinning quality improvement, and building capacity.I’ve thought a lot about why quality assurance in education seems to set itself apart from the equivalent discipline and profession in other sectors.In some ways, it’s understandable. Assuring the quality of teaching and training is fundamentally different from assuring the quality of a manufactured product. There are fewer differences when compared with service-based sectors, and even less so for public services. Whilst context matters, there is transferability between them. Being overly insular risks missing the potential to be more innovative in our approach. I’m curious about the lessons we can learn from a company like Lego, with such watertight processes, I doubt my children before I doubt them when I hear ‘Mum, there’s a piece missing!’ I am equally keen to unpick the similarities between observations of practice in health and education settings to see how we can do things differently.QA can be transformational if we let it Further education’s relationship with QA isn’t always a comfortable one. That’s worth exploring both as a sector and within each organisation to get the most from our investment in time and energy. At its best, a feature of governance; informing strategic decision-making, underpinning quality improvement, and building capacity. At its worst, an irritant, perceived to inappropriately challenge the autonomy of our teams, breeding a culture of policing above support.I’ve observed the reasons for both scenarios up close many times over. Whilst it is overly simplistic to boil down to one thing, when we see QA as little more than an extension of a regulator, it limits our thinking. The idea that it is more transformational to fall short of an ambitious goal than it is motivational to flop over the line of an externally set (average) standard, is a balance of risk that can only be struck when there’s trust at all layers of the system.Without any doubt, I am confident that when QA is done well, the return on investment is significant. We see it and assist the creation of it, many times over. Existing QA practice is the first place we look when we are working with providers to help identify and resolve problems impacting outcomes. It underpins our ‘no surprises’ mantra when it comes to external regulations such as Ofsted inspections. Ultimately, effective QA informs and encourages sustainable change beyond sticking plasters.Problems to solve are four areas I think we can work collaboratively on to improve QA practice,The focus is often exclusively on teaching and learning, missing a holistic approach to quality improvement. Quality (like sales) is everyone’s job.There’s not enough focus on structured process improvement, where a relentless approach to taking a mallet to non-value-added steps, saves time and money when cashflow is high on everyone’s priority list.The model for continuous professional development and professional accreditation for QA employees exists but is too limited and limiting.QA leaders don’t always have a seat at the senior table, or report findings and recommendations to boards of governors or non-executives.Ideas to solve them with that in mind, here are seven ideas to consider that may help to supercharge your own approach:Ensure there’s a consistent understanding of the standards you’re aiming to reach. The nature of a regulated sector means there is a tendency to draw a direct line from the regulator(s) to QA activities. This misses out on the key step of interpreting externally set standards in the context of your own KPIs. Doing so gives depth to your QA activities and reduces the risk of taking a foot off the peddle unless you’re in an Ofsted window.Effective QA is intrins...]]></description><guid isPermaLink="false">GzREwq9Q</guid><pubDate>Thu, 01 Feb 2024 12:22:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58530865/wzoorms5ejvhgj2bu0j4aidbdvvkk9tu2tnyt5ky.mp3" length="1462752" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da1dec57-d1f3-466a-9eb5-5af4afbf42bb/da1dec57-d1f3-466a-9eb5-5af4afbf42bb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da1dec57-d1f3-466a-9eb5-5af4afbf42bb/da1dec57-d1f3-466a-9eb5-5af4afbf42bb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da1dec57-d1f3-466a-9eb5-5af4afbf42bb/da1dec57-d1f3-466a-9eb5-5af4afbf42bb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Our relationship with QA isn’t always a comfortable one. That’s worth exploring both as a sector and within each organisation to get the most from our investment in time and energy. At its best, a feature of governance; informing strategic...</itunes:subtitle><itunes:summary><![CDATA[Our relationship with QA isn’t always a comfortable one. That’s worth exploring both as a sector and within each organisation to get the most from our investment in time and energy. At its best, a feature of governance; informing strategic decision-making, underpinning quality improvement, and building capacity.I’ve thought a lot about why quality assurance in education seems to set itself apart from the equivalent discipline and profession in other sectors.In some ways, it’s understandable. Assuring the quality of teaching and training is fundamentally different from assuring the quality of a manufactured product. There are fewer differences when compared with service-based sectors, and even less so for public services. Whilst context matters, there is transferability between them. Being overly insular risks missing the potential to be more innovative in our approach. I’m curious about the lessons we can learn from a company like Lego, with such watertight processes, I doubt my children before I doubt them when I hear ‘Mum, there’s a piece missing!’ I am equally keen to unpick the similarities between observations of practice in health and education settings to see how we can do things differently.QA can be transformational if we let it Further education’s relationship with QA isn’t always a comfortable one. That’s worth exploring both as a sector and within each organisation to get the most from our investment in time and energy. At its best, a feature of governance; informing strategic decision-making, underpinning quality improvement, and building capacity. At its worst, an irritant, perceived to inappropriately challenge the autonomy of our teams, breeding a culture of policing above support.I’ve observed the reasons for both scenarios up close many times over. Whilst it is overly simplistic to boil down to one thing, when we see QA as little more than an extension of a regulator, it limits our thinking. The idea that it is more transformational to fall short of an ambitious goal than it is motivational to flop over the line of an externally set (average) standard, is a balance of risk that can only be struck when there’s trust at all layers of the system.Without any doubt, I am confident that when QA is done well, the return on investment is significant. We see it and assist the creation of it, many times over. Existing QA practice is the first place we look when we are working with providers to help identify and resolve problems impacting outcomes. It underpins our ‘no surprises’ mantra when it comes to external regulations such as Ofsted inspections. Ultimately, effective QA informs and encourages sustainable change beyond sticking plasters.Problems to solve are four areas I think we can work collaboratively on to improve QA practice,The focus is often exclusively on teaching and learning, missing a holistic approach to quality improvement. Quality (like sales) is everyone’s job.There’s not enough focus on structured process improvement, where a relentless approach to taking a mallet to non-value-added steps, saves time and money when cashflow is high on everyone’s priority list.The model for continuous professional development and professional accreditation for QA employees exists but is too limited and limiting.QA leaders don’t always have a seat at the senior table, or report findings and recommendations to boards of governors or non-executives.Ideas to solve them with that in mind, here are seven ideas to consider that may help to supercharge your own approach:Ensure there’s a consistent understanding of the standards you’re aiming to reach. The nature of a regulated sector means there is a tendency to draw a direct line from the regulator(s) to QA activities. This misses out on the key step of interpreting externally set standards in the context of your own KPIs. Doing so gives depth to your QA activities and reduces the risk of taking a foot off the peddle unless you’re in an Ofsted window.Effective QA is...]]></itunes:summary><itunes:duration>366</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Flourishing as an FE Professional in a Supportive Research Network</title><link>https://www.spreaker.com/episode/flourishing-as-an-fe-professional-in-a-supportive-research-network--58510957</link><description><![CDATA[In this final article from the series of being, belonging and flourishing as a Further Education professional, Annie explores how FE professionals flourish in research networks.She is joined by Dr Adam Dwight and Ray Truby who hosted the third iteration of the ‘Hear Me, See Me’ FE Research Conference, at City of Wolverhampton College on Thursday 23rd November 2023, a space where professionals in Further Education can come together to exchange research and flourish.One definition of flourishing refers to the experience of life going well, be this in our personal or professional lives. To flourish as a Further Education (FE) professional, we need to not only excel in our educational roles but to remain curious about our continuous professional development, our emerging professional identity, and professional agency within learning communities that are meaningful and engaging.The shared vision of the Learning Skills Research Network and the ‘Hear ME, See Me’ Black Country FE Research Meet, aligns with the following values, trust, respect, value, and collaboration. Moreover, the objective of this research community aims to foster relationships, offer collaborative opportunities, share research, and promote flourishing.I was fortunate to be able to participate in this event. I prepared my research materials, my notebook, arranged an FE publication corner, and then joined my fellow FE colleagues to attentively listen to and actively participate in the following presentations:Tomorrow Never Knows: AI and its impact on teachers, students, assessments, and education.Is Teacher Mental Health a priority or is it second to the job in FE?Impact on professional identity and agency.An interview with a student.Using lesson observations in a high stakes accountability system as part of the quality assurance and staff development process.Empowering Education: Harnessing the potential of Technology.Black Country Poetics and Place: Using creative practice in our everyday locales to scaffold learning.Academic Coaches: Creating space for community and belonging through pastoral support.Showcasing the use of AI in Counselling.This space supports FE colleagues to navigate a challenging journey of establishing their professional identity as an academic, a vocational specialist, a lecturer, and a researcher. This narrative and the evolution of FE Research Meets unfolded in the Summer of 2OO4, where Lloyd and Jones (2018) purported ‘that we wanted to bring people together to meet, share,and support each other’ in the research process, rather than any research undertaken in FE being an ‘underground’ movement (James 2005).The third iteration of the ‘Hear Me, See Me’, Black Country, FE Research Conference, took a significant leap in redefining its foundational metaphor.Dr Adam Dwight and Ray Truby states:‘this year’s conference transcended the mere act of listening to the influential voices within Further Education (FE), evolving into a dynamic showcase of inclusive dialogue and educational empowerment. It cast a spotlight on communities and issues frequently marginalised in mainstream discourse, featuring presenters with firsthand experiences in diverse fields such as working in Palestine, as well as addressing the pivotal role of mental health within educational environments.The event highlighted the transformative impact community colleges have in offering renewed opportunities for both young individuals and adults. It underscored the necessity for nurturing teaching methodologies and showcased the cutting-edge application of AI in counselling services. This conference transcended its academic boundaries, emerging as a vibrant call to action for inclusivity and empathy in the educational sphere and beyond. Such an inclusive ethos resonates deeply with the ‘Hear Me, See Me’ initiative’s core principle: to amplify and understand the voices and experiences of diverse, and often underrepresented, segments of our society’.Nysha Chantel Givans, a Professional...]]></description><guid isPermaLink="false">q9YjlWze</guid><pubDate>Wed, 31 Jan 2024 08:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58510957/shku7jg7vaveocgoqtmy7fjuhgt3xxa7zte3m0hj.mp3" length="1262592" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a310b339-fee6-423e-96b3-98af9b61569c/a310b339-fee6-423e-96b3-98af9b61569c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a310b339-fee6-423e-96b3-98af9b61569c/a310b339-fee6-423e-96b3-98af9b61569c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a310b339-fee6-423e-96b3-98af9b61569c/a310b339-fee6-423e-96b3-98af9b61569c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this final article from the series of being, belonging and flourishing as a Further Education professional, Annie explores how FE professionals flourish in research networks.She is joined by Dr Adam Dwight and Ray Truby who hosted the third...</itunes:subtitle><itunes:summary><![CDATA[In this final article from the series of being, belonging and flourishing as a Further Education professional, Annie explores how FE professionals flourish in research networks.She is joined by Dr Adam Dwight and Ray Truby who hosted the third iteration of the ‘Hear Me, See Me’ FE Research Conference, at City of Wolverhampton College on Thursday 23rd November 2023, a space where professionals in Further Education can come together to exchange research and flourish.One definition of flourishing refers to the experience of life going well, be this in our personal or professional lives. To flourish as a Further Education (FE) professional, we need to not only excel in our educational roles but to remain curious about our continuous professional development, our emerging professional identity, and professional agency within learning communities that are meaningful and engaging.The shared vision of the Learning Skills Research Network and the ‘Hear ME, See Me’ Black Country FE Research Meet, aligns with the following values, trust, respect, value, and collaboration. Moreover, the objective of this research community aims to foster relationships, offer collaborative opportunities, share research, and promote flourishing.I was fortunate to be able to participate in this event. I prepared my research materials, my notebook, arranged an FE publication corner, and then joined my fellow FE colleagues to attentively listen to and actively participate in the following presentations:Tomorrow Never Knows: AI and its impact on teachers, students, assessments, and education.Is Teacher Mental Health a priority or is it second to the job in FE?Impact on professional identity and agency.An interview with a student.Using lesson observations in a high stakes accountability system as part of the quality assurance and staff development process.Empowering Education: Harnessing the potential of Technology.Black Country Poetics and Place: Using creative practice in our everyday locales to scaffold learning.Academic Coaches: Creating space for community and belonging through pastoral support.Showcasing the use of AI in Counselling.This space supports FE colleagues to navigate a challenging journey of establishing their professional identity as an academic, a vocational specialist, a lecturer, and a researcher. This narrative and the evolution of FE Research Meets unfolded in the Summer of 2OO4, where Lloyd and Jones (2018) purported ‘that we wanted to bring people together to meet, share,and support each other’ in the research process, rather than any research undertaken in FE being an ‘underground’ movement (James 2005).The third iteration of the ‘Hear Me, See Me’, Black Country, FE Research Conference, took a significant leap in redefining its foundational metaphor.Dr Adam Dwight and Ray Truby states:‘this year’s conference transcended the mere act of listening to the influential voices within Further Education (FE), evolving into a dynamic showcase of inclusive dialogue and educational empowerment. It cast a spotlight on communities and issues frequently marginalised in mainstream discourse, featuring presenters with firsthand experiences in diverse fields such as working in Palestine, as well as addressing the pivotal role of mental health within educational environments.The event highlighted the transformative impact community colleges have in offering renewed opportunities for both young individuals and adults. It underscored the necessity for nurturing teaching methodologies and showcased the cutting-edge application of AI in counselling services. This conference transcended its academic boundaries, emerging as a vibrant call to action for inclusivity and empathy in the educational sphere and beyond. Such an inclusive ethos resonates deeply with the ‘Hear Me, See Me’ initiative’s core principle: to amplify and understand the voices and experiences of diverse, and often underrepresented, segments of our society’.Nysha Chantel Givans, a...]]></itunes:summary><itunes:duration>316</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Lifelong Learning Entitlement and IfATE’s Role</title><link>https://www.spreaker.com/episode/the-lifelong-learning-entitlement-and-ifate-s-role--58498079</link><description><![CDATA[The Lifelong Learning Entitlement (LLE) will transform access to education at levels 4 to 6, enabling people to train, retrain and upskill flexibly over their working lives. It will replace the current student finance system – allowing people much more freedom to choose how and when to fund the education and training they need.Under the LLE, loan funding can be used for a much greater range of courses, in addition to university degrees. People will be able to choose to study in modules – opening up more options to train part-time, or alongside full-time employment.Modules can enable learners to build up credit towards approved higher qualifications – including technical qualifications which are endorsed by employers.The LLE is part of a flexible and high-quality education system, boosting skills across the workforce and underscoring the government’s commitment to ensuring everyone has access to learning throughout their career.The expansion of opportunity the LLE offers is enormous, but it relies on having high-quality courses for people to choose to study and that’s where IfATE’s role comes in for technical qualifications.Our approval process is designed to ensure these technical qualifications and their modules will offer the skills employers want. That’s why we’re consulting now on the way we will decide which qualifications could be eligible for LLE funding. If you’d like to know more about the consultation and send us your views, it’s available here on our website.Building a joined-up technical qualification system.The proposals are an expansion of IfATE’s existing work to ensure all technical qualifications are approved against the occupational standards we build with employers.These standards set out the knowledge, skills and behaviours students need to have a successful career in their chosen occupation – so by testing qualifications against them, we know they will deliver what employers are looking for, helping students secure great jobs.These standards already underpin a range of apprenticeships and technical qualifications, including Higher Technical Qualifications (HTQs). The standards are set out in our occupational maps, allowing students, employers and education providers to explore the options across all sectors of the economy.Using the standards as the basis for approving qualifications helps us to put employers’ views into the technical education system. The 2023 WorldSkills report tells us that employer involvement is critical to developing a relevant curriculum, effective training techniques, appropriate continuing professional development and strong employability skills.Our research backs this up too, with 90% of employers surveyed telling us employer involvement leads to more valuable qualifications for the workforce.Working with employers and the education sector, IfATE has already approved 18 T Levels and 175 HTQs at levels 4 and 5, with more HTQ approvals currently in progress. IfATE is working on the approval of the next generation of reformed technical qualifications at levels 2 and 3, with the first available to students in Summer 2025.Why do modules matter?The LLE brings exciting opportunities to allow much greater access to qualifications at Levels 4-6 which can be studied in modules, transforming how and when people can reskill, upskill and continue to learn throughout their careers in a way that works for them. The pace of economic change, coupled with the reality that 80% of the 2030 workforce is already in employment points to a need for flexible, targeted, learning options and the LLE will offer just that.We’re clear in IfATE that there shouldn’t be a trade-off between this valuable flexibility and quality. Any time spent on learning needs to be time well spent, particularly where people are choosing to spend their LLE loans on it. The safeguard of IfATE approval for technical qualifications helps make sure they will deliver the skills employers are looking for.By Rachel Cooper, strategy dire...]]></description><guid isPermaLink="false">5zqMaBzQ</guid><pubDate>Tue, 30 Jan 2024 08:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58498079/sfffogz9bceqhyglfvgoqph4xqb4edhorjou0pd0.mp3" length="894528" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22/0b2fc4cc-4e93-4060-b1f4-f35b40ccde22.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Lifelong Learning Entitlement (LLE) will transform access to education at levels 4 to 6, enabling people to train, retrain and upskill flexibly over their working lives. It will replace the current student finance system – allowing people much...</itunes:subtitle><itunes:summary><![CDATA[The Lifelong Learning Entitlement (LLE) will transform access to education at levels 4 to 6, enabling people to train, retrain and upskill flexibly over their working lives. It will replace the current student finance system – allowing people much more freedom to choose how and when to fund the education and training they need.Under the LLE, loan funding can be used for a much greater range of courses, in addition to university degrees. People will be able to choose to study in modules – opening up more options to train part-time, or alongside full-time employment.Modules can enable learners to build up credit towards approved higher qualifications – including technical qualifications which are endorsed by employers.The LLE is part of a flexible and high-quality education system, boosting skills across the workforce and underscoring the government’s commitment to ensuring everyone has access to learning throughout their career.The expansion of opportunity the LLE offers is enormous, but it relies on having high-quality courses for people to choose to study and that’s where IfATE’s role comes in for technical qualifications.Our approval process is designed to ensure these technical qualifications and their modules will offer the skills employers want. That’s why we’re consulting now on the way we will decide which qualifications could be eligible for LLE funding. If you’d like to know more about the consultation and send us your views, it’s available here on our website.Building a joined-up technical qualification system.The proposals are an expansion of IfATE’s existing work to ensure all technical qualifications are approved against the occupational standards we build with employers.These standards set out the knowledge, skills and behaviours students need to have a successful career in their chosen occupation – so by testing qualifications against them, we know they will deliver what employers are looking for, helping students secure great jobs.These standards already underpin a range of apprenticeships and technical qualifications, including Higher Technical Qualifications (HTQs). The standards are set out in our occupational maps, allowing students, employers and education providers to explore the options across all sectors of the economy.Using the standards as the basis for approving qualifications helps us to put employers’ views into the technical education system. The 2023 WorldSkills report tells us that employer involvement is critical to developing a relevant curriculum, effective training techniques, appropriate continuing professional development and strong employability skills.Our research backs this up too, with 90% of employers surveyed telling us employer involvement leads to more valuable qualifications for the workforce.Working with employers and the education sector, IfATE has already approved 18 T Levels and 175 HTQs at levels 4 and 5, with more HTQ approvals currently in progress. IfATE is working on the approval of the next generation of reformed technical qualifications at levels 2 and 3, with the first available to students in Summer 2025.Why do modules matter?The LLE brings exciting opportunities to allow much greater access to qualifications at Levels 4-6 which can be studied in modules, transforming how and when people can reskill, upskill and continue to learn throughout their careers in a way that works for them. The pace of economic change, coupled with the reality that 80% of the 2030 workforce is already in employment points to a need for flexible, targeted, learning options and the LLE will offer just that.We’re clear in IfATE that there shouldn’t be a trade-off between this valuable flexibility and quality. Any time spent on learning needs to be time well spent, particularly where people are choosing to spend their LLE loans on it. The safeguard of IfATE approval for technical qualifications helps make sure they will deliver the skills employers are looking for.By Rachel Cooper, strategy...]]></itunes:summary><itunes:duration>224</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Supporting apprentices must go beyond offering them a job: they need our help and guidance every step of the way</title><link>https://www.spreaker.com/episode/supporting-apprentices-must-go-beyond-offering-them-a-job-they-need-our-help-and-guidance-every-step-of-the-way--58486373</link><description><![CDATA[Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners reflects on 2023 and discusses why businesses that offer apprenticeships have a duty to guide their new recruits further than just offering the job, including equipping apprentices with financial skills.Reflecting back on 2023, it has been a great year for the early careers landscape. We’ve continued to see the general attitude towards apprenticeships shift and many are understanding the value of alternative pathways as an option outside of the traditional university degree.Sometimes, half the battle can be attracting the right talent for apprenticeship roles, whether it’s ensuring that school leavers are aware of the opportunities available to them or making sure we attract a diverse cohort. There is rightly a huge focus for employers on attracting diverse talent, but support shouldn’t stop once they’re through the door, understanding their needs and supporting them throughout their career is vital.While it’s important that apprentices utilise the opportunities available to them during their apprenticeship, there is a lot we can do as employers to support their journey beyond the very early stages of their career, whether their programme is one year, four years or more.Businesses like CCEP that offer apprenticeship programmes need to think about how to ensure our apprentices build momentum around their own careers and have as many doors opened to them to help further their career.Getting out of the school mindsetWhen joining an apprenticeship scheme, many new faces are school leavers, and while the skills and resilience they built through these years are important for the workplace, often we need to support apprentices to get out of the school mindset and shift it to a fresh perspective for work.Sometimes the stress and prospect of failure that comes from school exams is hard to shake off, so we need to help new apprentices transition to a positive mindset that is ready to take on the challenges and opportunities that their apprenticeship will offer.Taking the leap from school into the corporate world can be a big change and there are many new learnings for an apprentice to take onboard. This is why peer to peer mentors are so important, as well as line managers, who can be available for questions, advice and regular one-to-ones. For example, we often try and pair up our year two apprentices with a new intake so they can pass down everything they’ve learnt over the last year, whether that’s work or college related, so they can have a friendly face who they’re able to approach as and when they need. After all, we all need that person we can ask the questions we are not sure of too!Equipping apprentices with financial skillsTaking part in an apprenticeship could be the first time that a young person has ever had to manage a salary and as financial education is not yet in place in all school curricula, it’s up to managers and business leaders to teach our apprentices about financial literacy and managing your finances well.We want to ensure that our apprentices thrive both from a career and personal standpoint, and employers could make a real difference to young employees by supporting them with money management programmes and resources. There are lots of different guides and programmes available, many of which are detailed on the Money &amp; Pensions Services website.Putting resources like this in place for employees can have a number of benefits, including improving the financial and mental wellness of employees by encouraging them to adopt good financial habits and, in turn, helping to build a resilient workforce.Making experiences as inclusive as possibleThrough our ‘Everyone’s Welcome’ philosophy, CCEP we’re creating an environment where everyone is encouraged to ‘Be Yourself, Be Valued, Belong’. Embedding this ethos within an apprenticeship programme is critical. Our colleagues have been working hard to build and shape our internal allyship and Inclus...]]></description><guid isPermaLink="false">q9YjlBze</guid><pubDate>Mon, 29 Jan 2024 08:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58486373/gocn456922hfuvsfh0febll0it7dubqnfwk2vzjj.mp3" length="1199232" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc6277a1-7d41-4c2f-b0df-f6a264aa29be/cc6277a1-7d41-4c2f-b0df-f6a264aa29be.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc6277a1-7d41-4c2f-b0df-f6a264aa29be/cc6277a1-7d41-4c2f-b0df-f6a264aa29be.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc6277a1-7d41-4c2f-b0df-f6a264aa29be/cc6277a1-7d41-4c2f-b0df-f6a264aa29be.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners reflects on 2023 and discusses why businesses that offer apprenticeships have a duty to guide their new recruits further than just offering the job, including equipping...</itunes:subtitle><itunes:summary><![CDATA[Sharon Blyfield, Head of Early Careers at Coca-Cola Europacific Partners reflects on 2023 and discusses why businesses that offer apprenticeships have a duty to guide their new recruits further than just offering the job, including equipping apprentices with financial skills.Reflecting back on 2023, it has been a great year for the early careers landscape. We’ve continued to see the general attitude towards apprenticeships shift and many are understanding the value of alternative pathways as an option outside of the traditional university degree.Sometimes, half the battle can be attracting the right talent for apprenticeship roles, whether it’s ensuring that school leavers are aware of the opportunities available to them or making sure we attract a diverse cohort. There is rightly a huge focus for employers on attracting diverse talent, but support shouldn’t stop once they’re through the door, understanding their needs and supporting them throughout their career is vital.While it’s important that apprentices utilise the opportunities available to them during their apprenticeship, there is a lot we can do as employers to support their journey beyond the very early stages of their career, whether their programme is one year, four years or more.Businesses like CCEP that offer apprenticeship programmes need to think about how to ensure our apprentices build momentum around their own careers and have as many doors opened to them to help further their career.Getting out of the school mindsetWhen joining an apprenticeship scheme, many new faces are school leavers, and while the skills and resilience they built through these years are important for the workplace, often we need to support apprentices to get out of the school mindset and shift it to a fresh perspective for work.Sometimes the stress and prospect of failure that comes from school exams is hard to shake off, so we need to help new apprentices transition to a positive mindset that is ready to take on the challenges and opportunities that their apprenticeship will offer.Taking the leap from school into the corporate world can be a big change and there are many new learnings for an apprentice to take onboard. This is why peer to peer mentors are so important, as well as line managers, who can be available for questions, advice and regular one-to-ones. For example, we often try and pair up our year two apprentices with a new intake so they can pass down everything they’ve learnt over the last year, whether that’s work or college related, so they can have a friendly face who they’re able to approach as and when they need. After all, we all need that person we can ask the questions we are not sure of too!Equipping apprentices with financial skillsTaking part in an apprenticeship could be the first time that a young person has ever had to manage a salary and as financial education is not yet in place in all school curricula, it’s up to managers and business leaders to teach our apprentices about financial literacy and managing your finances well.We want to ensure that our apprentices thrive both from a career and personal standpoint, and employers could make a real difference to young employees by supporting them with money management programmes and resources. There are lots of different guides and programmes available, many of which are detailed on the Money &amp; Pensions Services website.Putting resources like this in place for employees can have a number of benefits, including improving the financial and mental wellness of employees by encouraging them to adopt good financial habits and, in turn, helping to build a resilient workforce.Making experiences as inclusive as possibleThrough our ‘Everyone’s Welcome’ philosophy, CCEP we’re creating an environment where everyone is encouraged to ‘Be Yourself, Be Valued, Belong’. Embedding this ethos within an apprenticeship programme is critical. Our colleagues have been working hard to build and shape our internal allyship and...]]></itunes:summary><itunes:duration>300</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Unlocking educational potential: The power of innovation and collaboration in data management</title><link>https://www.spreaker.com/episode/unlocking-educational-potential-the-power-of-innovation-and-collaboration-in-data-management--58453793</link><description><![CDATA[In an evolving educational landscape leveraging technologies and fostering collaboration are crucial, for driving positive transformations in the education sector. Holding extensive potential to that – is data management.In his latest article, Go Live Data CEO Adam Herbert, explores how data management can help revolutionise education, contributing to a more personalised and efficient learning experience for students.Understanding the landscapeA key exercise is to explore the types of data generated within educational settings, which tend to include, student performance data, and administrative and learning analytics data, which highlights the rise in data-driven decision-making concerns, from which curriculum design and resource allocation can be made. With so many aspects of educational life associated with data, there is an array of decisions to be made off the back of it, which positively impact the organisation. With the majority of educational settings incorporating Artificial Intelligence (AI) into their practices, with additional professional support, AI can be used for a range of things to personalise learning experiences, predict student outcomes, and automate a host of administrative tasks. Using learning management systems (LMS) allows for the impact of platforms to be measured and is extremely beneficial in managing and organising educational data fostering collaboration and facilitating blended learning. CollaborationThere are specific ways in which this can occur such as where schools, colleges, and universities share data and best practices to improve educational outcomes. Industry-education collaboration relates to partnerships between educational institutions and industry organisations. An example of this would be when colleges work with businesses, regarding the many thousands of apprenticeships available within colleges across the UK. For this to work effectively, educational establishments need to ensure they have the correct measures in place to address concerns and to comply with legislation, on data privacy and security. This means that robust safeguards and ethical data management practices must be implemented, either by internal professionals or by external data management companies – especially regarding GDPR and PECR – you must have a robust internal data management process or the right partners in place to ensure you are compliant with legislation. This is an area still misunderstood by many professionals.The FuturePredictive analytics in education involves the use of data analysis, statistical algorithms, and machine learning techniques to identify patterns and make predictions about future student behaviours and performance. When applied effectively, this plays a crucial role in anticipating student needs and enhancing educational interventions and it will continue to be a key part of institutional processes. Here are the various ways in which predictive analytics can benefit education:Early identification of at-risk students: Predictive analytics can analyse various data points such as attendance, grades, behaviour, and engagement to identify students who may be at risk of falling behind or dropping outPersonalised learning paths: By analysing individual learning styles, preferences, and past performance, predictive analytics can help create personalised learning paths for students, with tailored instructions to meet specific needs and by optimising learning and improving overall academic outcomes.Resource allocation: By identifying areas where students may struggle or need more support, schools can allocate resources such as tutoring, counselling, or technological tools to certain groups or individuals, ensuring more effective use of resources.Improving retention rates: Predictive analytics can assist in identifying factors that contribute to high dropout rates. By looking at historical data, schools can develop strategies to address these factors and implement constructive interventions.Enhanc...]]></description><guid isPermaLink="false">bLPORpz5</guid><pubDate>Fri, 26 Jan 2024 08:36:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58453793/puswvmnnjsdandj7gfohd4je93oeihqpc1vyezqy.mp3" length="1092192" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a08faff0-b8b3-4d88-a7df-cc67f9d184bc/a08faff0-b8b3-4d88-a7df-cc67f9d184bc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a08faff0-b8b3-4d88-a7df-cc67f9d184bc/a08faff0-b8b3-4d88-a7df-cc67f9d184bc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a08faff0-b8b3-4d88-a7df-cc67f9d184bc/a08faff0-b8b3-4d88-a7df-cc67f9d184bc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In an evolving educational landscape leveraging technologies and fostering collaboration are crucial, for driving positive transformations in the education sector. Holding extensive potential to that – is data management.In his latest article, Go Live...</itunes:subtitle><itunes:summary><![CDATA[In an evolving educational landscape leveraging technologies and fostering collaboration are crucial, for driving positive transformations in the education sector. Holding extensive potential to that – is data management.In his latest article, Go Live Data CEO Adam Herbert, explores how data management can help revolutionise education, contributing to a more personalised and efficient learning experience for students.Understanding the landscapeA key exercise is to explore the types of data generated within educational settings, which tend to include, student performance data, and administrative and learning analytics data, which highlights the rise in data-driven decision-making concerns, from which curriculum design and resource allocation can be made. With so many aspects of educational life associated with data, there is an array of decisions to be made off the back of it, which positively impact the organisation. With the majority of educational settings incorporating Artificial Intelligence (AI) into their practices, with additional professional support, AI can be used for a range of things to personalise learning experiences, predict student outcomes, and automate a host of administrative tasks. Using learning management systems (LMS) allows for the impact of platforms to be measured and is extremely beneficial in managing and organising educational data fostering collaboration and facilitating blended learning. CollaborationThere are specific ways in which this can occur such as where schools, colleges, and universities share data and best practices to improve educational outcomes. Industry-education collaboration relates to partnerships between educational institutions and industry organisations. An example of this would be when colleges work with businesses, regarding the many thousands of apprenticeships available within colleges across the UK. For this to work effectively, educational establishments need to ensure they have the correct measures in place to address concerns and to comply with legislation, on data privacy and security. This means that robust safeguards and ethical data management practices must be implemented, either by internal professionals or by external data management companies – especially regarding GDPR and PECR – you must have a robust internal data management process or the right partners in place to ensure you are compliant with legislation. This is an area still misunderstood by many professionals.The FuturePredictive analytics in education involves the use of data analysis, statistical algorithms, and machine learning techniques to identify patterns and make predictions about future student behaviours and performance. When applied effectively, this plays a crucial role in anticipating student needs and enhancing educational interventions and it will continue to be a key part of institutional processes. Here are the various ways in which predictive analytics can benefit education:Early identification of at-risk students: Predictive analytics can analyse various data points such as attendance, grades, behaviour, and engagement to identify students who may be at risk of falling behind or dropping outPersonalised learning paths: By analysing individual learning styles, preferences, and past performance, predictive analytics can help create personalised learning paths for students, with tailored instructions to meet specific needs and by optimising learning and improving overall academic outcomes.Resource allocation: By identifying areas where students may struggle or need more support, schools can allocate resources such as tutoring, counselling, or technological tools to certain groups or individuals, ensuring more effective use of resources.Improving retention rates: Predictive analytics can assist in identifying factors that contribute to high dropout rates. By looking at historical data, schools can develop strategies to address these factors and implement constructive...]]></itunes:summary><itunes:duration>274</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Navigating the digital landscape: Understanding the nuances between filtering and monitoring solutions</title><link>https://www.spreaker.com/episode/navigating-the-digital-landscape-understanding-the-nuances-between-filtering-and-monitoring-solutions--58442515</link><description><![CDATA[In this article, Kat discusses the important of understanding the differences between filtering and monitoring tools to help protect students onlineTechnology brings huge opportunities for educating young people, with 97% of students accessing the internet either at home, school or elsewhere, online activity is now an essential part of all students’ college and social life. However, it can also bring danger. Smoothwall’s customer research found that a student is suspected to be at serious risk every three minutes.As the digital world becomes increasingly dangerous, schools and colleges understand that they must adapt to the ever-evolving landscape. They recognise this as a key safeguarding consideration and part of their statutory safeguarding responsibilities. With the list of KCSIE requirements ever-growing, designated safeguarding leads (DSLs) and teachers bear a substantial responsibility for this. For instance, recent KCSIE guidelines state that filtering isn’t sufficient as a standalone solution for ‘monitoring’ activity and needs to be supported by a dedicated monitoring solution. One major issue is many teaching professionals don’t know the difference between filtering and monitoring and the importance of having both tools working simultaneously. This is an important obstacle to overcome to ensure the right systems are in place to help protect students.Determining the differences between filtering and monitoringFiltering and monitoring solutions should be used in harmony as they provide very different safeguarding solutions. Integral to college statutory guidance and guidelines for students’ online safety, filtering and monitoring work in tandem, forming an inseparable duo when it comes to identifying potential students at risk online. However, there is often some confusion over the distinction between the two.Think back to when you were at school. Web filtering is like the playground fence that keeps young people from wandering off into the road, acting as a barrier against dangerous parts of the internet. Monitoring is like the member of staff on duty in the playground that looks at the intent and context of the dangers children might be exposed to and provides a more human-centric approach to removing the risks. Understanding the differences between the two is crucial as monitoring, in addition to filtering, is a requirement under the KCSIE guidelines.There are various types of filtering and monitoring tools available on the market. However, budget and the specific needs of a college or sixth form will ultimately determine which solution is the best option.Enhancing protection by filtering dangerous contentWeb filtering is designed to block students from being able to access and view inappropriate content on the internet. There are various different deployment options for filtering, including on-premise filtering, cloud filtering – or a hybrid of the two. When the pandemic hit back in 2020, schools and colleges were forced to close, with IT leaders finding themselves front and centre of an unprecedented crisis. IT leaders, DSLs and college principals needed to ensure students were able to work remotely, both effectively and safely. This led to a mass deployment of cloud filtering solutions which have remained in place for those who take college-owned devices home.There are two types of filtering, an agent-based web filter which sits on individual laptops and must be installed per device, and a network-based web filter, which sits between a college or school’s network and the internet. The latter is the most common filter type in the UK as it is much easier to deploy and colleges can operate it remotely.Digital monitoring that takes context into accountDigital monitoring is a safety net for teachers who may struggle to identify a student at potential risk in a busy classroom. The ‘you don’t know, what you don’t know’ conundrum presents one of the most significant challenges for DSLs when it comes to managing and unde...]]></description><guid isPermaLink="false">nxoBKQL6</guid><pubDate>Thu, 25 Jan 2024 09:22:27 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58442515/m3gwtjgfnqvd6esmjiupsutzxj7ttwpmtszn415d.mp3" length="1311936" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba3bea01-ad21-4aad-8e97-853c8d1e0971/ba3bea01-ad21-4aad-8e97-853c8d1e0971.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba3bea01-ad21-4aad-8e97-853c8d1e0971/ba3bea01-ad21-4aad-8e97-853c8d1e0971.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ba3bea01-ad21-4aad-8e97-853c8d1e0971/ba3bea01-ad21-4aad-8e97-853c8d1e0971.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Kat discusses the important of understanding the differences between filtering and monitoring tools to help protect students onlineTechnology brings huge opportunities for educating young people, with 97% of students accessing the...</itunes:subtitle><itunes:summary><![CDATA[In this article, Kat discusses the important of understanding the differences between filtering and monitoring tools to help protect students onlineTechnology brings huge opportunities for educating young people, with 97% of students accessing the internet either at home, school or elsewhere, online activity is now an essential part of all students’ college and social life. However, it can also bring danger. Smoothwall’s customer research found that a student is suspected to be at serious risk every three minutes.As the digital world becomes increasingly dangerous, schools and colleges understand that they must adapt to the ever-evolving landscape. They recognise this as a key safeguarding consideration and part of their statutory safeguarding responsibilities. With the list of KCSIE requirements ever-growing, designated safeguarding leads (DSLs) and teachers bear a substantial responsibility for this. For instance, recent KCSIE guidelines state that filtering isn’t sufficient as a standalone solution for ‘monitoring’ activity and needs to be supported by a dedicated monitoring solution. One major issue is many teaching professionals don’t know the difference between filtering and monitoring and the importance of having both tools working simultaneously. This is an important obstacle to overcome to ensure the right systems are in place to help protect students.Determining the differences between filtering and monitoringFiltering and monitoring solutions should be used in harmony as they provide very different safeguarding solutions. Integral to college statutory guidance and guidelines for students’ online safety, filtering and monitoring work in tandem, forming an inseparable duo when it comes to identifying potential students at risk online. However, there is often some confusion over the distinction between the two.Think back to when you were at school. Web filtering is like the playground fence that keeps young people from wandering off into the road, acting as a barrier against dangerous parts of the internet. Monitoring is like the member of staff on duty in the playground that looks at the intent and context of the dangers children might be exposed to and provides a more human-centric approach to removing the risks. Understanding the differences between the two is crucial as monitoring, in addition to filtering, is a requirement under the KCSIE guidelines.There are various types of filtering and monitoring tools available on the market. However, budget and the specific needs of a college or sixth form will ultimately determine which solution is the best option.Enhancing protection by filtering dangerous contentWeb filtering is designed to block students from being able to access and view inappropriate content on the internet. There are various different deployment options for filtering, including on-premise filtering, cloud filtering – or a hybrid of the two. When the pandemic hit back in 2020, schools and colleges were forced to close, with IT leaders finding themselves front and centre of an unprecedented crisis. IT leaders, DSLs and college principals needed to ensure students were able to work remotely, both effectively and safely. This led to a mass deployment of cloud filtering solutions which have remained in place for those who take college-owned devices home.There are two types of filtering, an agent-based web filter which sits on individual laptops and must be installed per device, and a network-based web filter, which sits between a college or school’s network and the internet. The latter is the most common filter type in the UK as it is much easier to deploy and colleges can operate it remotely.Digital monitoring that takes context into accountDigital monitoring is a safety net for teachers who may struggle to identify a student at potential risk in a busy classroom. The ‘you don’t know, what you don’t know’ conundrum presents one of the most significant challenges for DSLs when it comes to managing and...]]></itunes:summary><itunes:duration>328</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Exploring How Language Serves as a Barrier to Achieving Sustainability Goals</title><link>https://www.spreaker.com/episode/exploring-how-language-serves-as-a-barrier-to-achieving-sustainability-goals--58426945</link><description><![CDATA[Sustainability needs to be demystified and easy to understand BY EVERYONE, not just scientists, not just the people writing the rules and standards. EVERYONE.We need to simplify the language and explain sustainability standards, goals and targets in a language that makes us feel they are possible to achieve.When I first became a Green Manager at Hotel Doolin in 2013, one of the first things I attempted to do was read the ISO 14001, an internationally recognized standard for environmental management systems.I remember that morning as if it was yesterday. Learning about environmental sustainability was not just a passion of mine, it was a necessity. I had suffered from eco-anxiety for a decade at that stage and finding solutions to environmental degradation seemed like the only way to escape that torment.When I started reading the documentation, I felt stupid.I felt unable to follow the words and understand what they were telling me.I felt totally inadequate and unable to take action on sustainability.Language is the principal method of human communication. It has evolved over the years so we can communicate and understand each other.But language can also be a barrier when we don’t understand what the words and sentences are telling us.Over the years working as the CEO of an educational company, there have been many instances where I have felt that big wall, that barrier that makes us feel like we cannot do something.But why?Why do we continue to make things more difficult than they should be? Sustainable development requires that society makes changes to the way we live, the way we work and the way we act. For this enormous change to happen, we need to educate and train billions of people around the world.At Fifty Shades Greener we work with business owners and employees daily. Most of them, are keen to learn and make the necessary changes, yet, when they try to understand sustainability standards, they are faced with the same language barrier as I did at the start of my own green journey.Demystifying SustainabilitySustainability needs to be demystified and easy to understand BY EVERYONE, not just scientists, not just the people writing the rules and standards. EVERYONE.We need to simplify the language and explain sustainability standards, goals and targets in a language that makes us feel they are possible to achieve. Right now, we are doing the exact opposite.I understand that the very nature of “standards” is to be technical, but I think this is a cop-out. Should it not be the responsibility of the standard committee to make every effort to ensure they are written in plain language that even a layman could understand?Perhaps “clarity” should be a Standard’s writer key performance indicator amongst others?Last month I assigned myself the enjoyable task of analysing the ESRS, which are the reporting standards for sustainability within the new EU CSRD directive. These standards are soon to be mandatory for reporting for large-size organisations operating within the EU.My first thought? Oh crap, here we go again!!I hate moaning, I am a solutions-focused person so this is not a “giving out” article, this is the start of a campaign I want to take on for 2024.I am committed to effecting the necessary changes and speaking to ISO, the EU, the UN and anyone who needs to understand that using complicated language, is alienating many people from being able to do the right thing, after all, we all have to same common goal, how we communicate that goal, is as important as the goal itself.By Raquel Noboa, founder and CEO of Fifty Shades Greener]]></description><guid isPermaLink="false">Y9B3vYzl</guid><pubDate>Wed, 24 Jan 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58426945/oghyktlzkmhfqfnlk45fluqp07pjoho0a67waox2.mp3" length="809472" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b37b924a-1854-4f69-b966-f8821f05c16f/b37b924a-1854-4f69-b966-f8821f05c16f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b37b924a-1854-4f69-b966-f8821f05c16f/b37b924a-1854-4f69-b966-f8821f05c16f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b37b924a-1854-4f69-b966-f8821f05c16f/b37b924a-1854-4f69-b966-f8821f05c16f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sustainability needs to be demystified and easy to understand BY EVERYONE, not just scientists, not just the people writing the rules and standards. EVERYONE.We need to simplify the language and explain sustainability standards, goals and targets in a...</itunes:subtitle><itunes:summary><![CDATA[Sustainability needs to be demystified and easy to understand BY EVERYONE, not just scientists, not just the people writing the rules and standards. EVERYONE.We need to simplify the language and explain sustainability standards, goals and targets in a language that makes us feel they are possible to achieve.When I first became a Green Manager at Hotel Doolin in 2013, one of the first things I attempted to do was read the ISO 14001, an internationally recognized standard for environmental management systems.I remember that morning as if it was yesterday. Learning about environmental sustainability was not just a passion of mine, it was a necessity. I had suffered from eco-anxiety for a decade at that stage and finding solutions to environmental degradation seemed like the only way to escape that torment.When I started reading the documentation, I felt stupid.I felt unable to follow the words and understand what they were telling me.I felt totally inadequate and unable to take action on sustainability.Language is the principal method of human communication. It has evolved over the years so we can communicate and understand each other.But language can also be a barrier when we don’t understand what the words and sentences are telling us.Over the years working as the CEO of an educational company, there have been many instances where I have felt that big wall, that barrier that makes us feel like we cannot do something.But why?Why do we continue to make things more difficult than they should be? Sustainable development requires that society makes changes to the way we live, the way we work and the way we act. For this enormous change to happen, we need to educate and train billions of people around the world.At Fifty Shades Greener we work with business owners and employees daily. Most of them, are keen to learn and make the necessary changes, yet, when they try to understand sustainability standards, they are faced with the same language barrier as I did at the start of my own green journey.Demystifying SustainabilitySustainability needs to be demystified and easy to understand BY EVERYONE, not just scientists, not just the people writing the rules and standards. EVERYONE.We need to simplify the language and explain sustainability standards, goals and targets in a language that makes us feel they are possible to achieve. Right now, we are doing the exact opposite.I understand that the very nature of “standards” is to be technical, but I think this is a cop-out. Should it not be the responsibility of the standard committee to make every effort to ensure they are written in plain language that even a layman could understand?Perhaps “clarity” should be a Standard’s writer key performance indicator amongst others?Last month I assigned myself the enjoyable task of analysing the ESRS, which are the reporting standards for sustainability within the new EU CSRD directive. These standards are soon to be mandatory for reporting for large-size organisations operating within the EU.My first thought? Oh crap, here we go again!!I hate moaning, I am a solutions-focused person so this is not a “giving out” article, this is the start of a campaign I want to take on for 2024.I am committed to effecting the necessary changes and speaking to ISO, the EU, the UN and anyone who needs to understand that using complicated language, is alienating many people from being able to do the right thing, after all, we all have to same common goal, how we communicate that goal, is as important as the goal itself.By Raquel Noboa, founder and CEO of Fifty Shades Greener]]></itunes:summary><itunes:duration>203</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Unlocking University Potential with AI</title><link>https://www.spreaker.com/episode/unlocking-university-potential-with-ai--58413865</link><description><![CDATA[In 2024, universities will embrace technologies like AI to enhance campus operations, reduce costs and drive positive student experiences. The institutions that leverage these technologies will be the progressive, forward-thinking institutions of the future. These universities will evolve, excelling and adapting quickly to changing requirements.As institutions strive to win and retain the best students from around the world, modernisation, digitalisation and transformation have taken centre stage to improve campus experiences and drive positive outcomes.Sitting at the heart of this change is the need to implement Artificial Intelligence (AI), a technology which has become the key enabler across institutions to harvest and translate data into meaningful value.The adoption of AI within a higher education community means progressive, forward-thinking institutions can truly evolve and excel in their education and research. They can also adapt quickly to changing requirements.A Data-Driven CampusOne of the most important benefits of AI implementation is its ability to create smarter, more agile campus experiences. This enables everything from being able to shift and evolve in line with changing course requirements, better understand the specialist fields of staff, as well as being flexible in headcount. Most importantly, AI allows universities to identify and react to the dynamic wants and needs of students.As stakeholders focus on getting the absolute most from the tools and facilities at their disposal, there is a significant efficiency benefit from AI implementations too. Greener, cleaner (and more cost effective) operations have become a critical requirement.Achieving carbon neutrality through efficient buildings and spaces, where real-time intelligence automates lighting and heating, for example, will drive down costs and align with sustainability targets (a common purpose for students and management alike).Driving Efficiency Across CampusThe efficiency benefits of AI are particularly important when you consider that utility bills produce some of the highest output costs for education facilities throughout the year. It is of little surprise, therefore, that facility managers and IT departments are working together to analyse every element of the university to reveal problems, drive efficiency and ultimately keep costs down. AI technology can provide insight on the most granular details, helping universities to understand their spaces better than ever before. For example, rather than having lights, heating or air conditioning running constantly, location-based services powered by AI insights can ensure that utilities are only used as when and where needed.This ultimately gives decision-makers a better understanding of which areas are the primary (most used) and secondary spaces (least used). During less busy periods, universities can choose to switch off utilities in secondary spaces to reduce unnecessary bills which also improves their efforts towards sustainability goals, too.Supporting StudentsAI can be leveraged to enhance students’ day-to-day experiences, particularly concerning their mental wellbeing on campus. Even pre-pandemic, mental health issues were plaguing higher education. A research has revealed that only 12 percent of students think their university handles the issue of mental health well. Easier and timely access to effective mental health services has become increasingly critical. With the assistance of AI and data intelligence, this is possible. Location services, powered by network automation, for example, can offer important student data and insights to pre-emptively flag when an individual might be experiencing mental distress. With the help of AI-driven technology, universities can quickly identify withdrawn behaviour – often a tell-tale sign of mental health issues.If a student is spending most of their time confined to their accommodation, or continuously missing lessons, location services will pick i...]]></description><guid isPermaLink="false">oLaRMOxD</guid><pubDate>Tue, 23 Jan 2024 08:58:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58413865/mftdnw1tcczxf2qmllhrdibzdr7r9t7qpe73tzey.mp3" length="1180320" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199/6fb8d6ee-3a94-40b5-bd13-bae3b7e4a199.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In 2024, universities will embrace technologies like AI to enhance campus operations, reduce costs and drive positive student experiences. The institutions that leverage these technologies will be the progressive, forward-thinking institutions of the...</itunes:subtitle><itunes:summary><![CDATA[In 2024, universities will embrace technologies like AI to enhance campus operations, reduce costs and drive positive student experiences. The institutions that leverage these technologies will be the progressive, forward-thinking institutions of the future. These universities will evolve, excelling and adapting quickly to changing requirements.As institutions strive to win and retain the best students from around the world, modernisation, digitalisation and transformation have taken centre stage to improve campus experiences and drive positive outcomes.Sitting at the heart of this change is the need to implement Artificial Intelligence (AI), a technology which has become the key enabler across institutions to harvest and translate data into meaningful value.The adoption of AI within a higher education community means progressive, forward-thinking institutions can truly evolve and excel in their education and research. They can also adapt quickly to changing requirements.A Data-Driven CampusOne of the most important benefits of AI implementation is its ability to create smarter, more agile campus experiences. This enables everything from being able to shift and evolve in line with changing course requirements, better understand the specialist fields of staff, as well as being flexible in headcount. Most importantly, AI allows universities to identify and react to the dynamic wants and needs of students.As stakeholders focus on getting the absolute most from the tools and facilities at their disposal, there is a significant efficiency benefit from AI implementations too. Greener, cleaner (and more cost effective) operations have become a critical requirement.Achieving carbon neutrality through efficient buildings and spaces, where real-time intelligence automates lighting and heating, for example, will drive down costs and align with sustainability targets (a common purpose for students and management alike).Driving Efficiency Across CampusThe efficiency benefits of AI are particularly important when you consider that utility bills produce some of the highest output costs for education facilities throughout the year. It is of little surprise, therefore, that facility managers and IT departments are working together to analyse every element of the university to reveal problems, drive efficiency and ultimately keep costs down. AI technology can provide insight on the most granular details, helping universities to understand their spaces better than ever before. For example, rather than having lights, heating or air conditioning running constantly, location-based services powered by AI insights can ensure that utilities are only used as when and where needed.This ultimately gives decision-makers a better understanding of which areas are the primary (most used) and secondary spaces (least used). During less busy periods, universities can choose to switch off utilities in secondary spaces to reduce unnecessary bills which also improves their efforts towards sustainability goals, too.Supporting StudentsAI can be leveraged to enhance students’ day-to-day experiences, particularly concerning their mental wellbeing on campus. Even pre-pandemic, mental health issues were plaguing higher education. A research has revealed that only 12 percent of students think their university handles the issue of mental health well. Easier and timely access to effective mental health services has become increasingly critical. With the assistance of AI and data intelligence, this is possible. Location services, powered by network automation, for example, can offer important student data and insights to pre-emptively flag when an individual might be experiencing mental distress. With the help of AI-driven technology, universities can quickly identify withdrawn behaviour – often a tell-tale sign of mental health issues.If a student is spending most of their time confined to their accommodation, or continuously missing lessons, location services will...]]></itunes:summary><itunes:duration>296</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Learning from the Past – Further Education Curriculum Development</title><link>https://www.spreaker.com/episode/learning-from-the-past-further-education-curriculum-development--58400927</link><description><![CDATA[In this article, Olly discusses Edge’s latest Learning from the Past paper written with Professor Prue Huddleston and Professor Lorna Unwin about curriculum in FE colleges.Over the past century, England’s Further Education (FE) colleges have evolved into anchor institutions that are uniquely positioned to address changing societal and workforce needs. Despite their adaptability, though, FE continues to grapple with ongoing challenges relating to creating inclusive courses, competing for students and navigating fluctuating requirements from stakeholders including employers and national governments.With skills central to current education policy debates, understanding the historical context of FE is essential. Edge’s new ‘Learning from the Past’ paper explores over 100 years of FE curriculum development, and it ebbs and flows. While FE colleges face unique contemporary challenges, including integrating environmental and decolonisation principles into their curricula, they must also address the perennial task of meeting stakeholder demand. What can we learn from past policies?Employer engagement and political dynamics in FE curriculum developmentTraditionally, FE has always offered diverse curricula, incorporating general, vocational, and technical education. Its breadth extends to its audience, too: Young people and adults, specialist skill areas, higher education, and those with special educational needs. Such complex requirements create challenges for a cohesive system, a problem only exacerbated by top-down policy implementation, economic shifts, and funding cuts. This tension will be familiar to anyone in the sector. On one hand, local institutions have the knowledge, expertise, and skills to deliver and support skill needs in local communities. On the other, governments use education and training policies to address varied social and economic goals, ensuring that FE curriculum development is always a political issue.Our research shows that the tension between centralised policymaking and FE college autonomy is not new. FE curriculum development is replete with examples of institutions successfully engaging with employers to create high-impact training. For instance, industry associations contributed significantly to the Boot and Shoe School, which opened in Northamptonshire in 1928. They supported with overall training costs, and provided machinery and materials to help train those employed in local shoe factories. Meanwhile, the Westminster School of Hospitality and Culinary Arts, which opened in 1910, was specifically founded by employer associations to produce highly trained chefs and hospitality managers for London’s growing hotel and restaurant sector. We find many similar examples throughout the history of FE.Perhaps the most informative findings revealed in the report, though, are the impacts of government interventions. An illustrative example is the 1992 Further and Higher Education Act, which mandated that colleges should only receive funding for courses defined as vocational or work-related. Some colleges creatively worked around this, for example, by turning flower arranging into ‘floristry’ to align with the new standards. Despite valiant efforts, the policy set in progress a downward spiral of adult education participation, however, that has yet to fully recover, demonstrating the long-term consequences when policy interventions are poorly considered.The report also highlights that government intervention in FE is deeply rooted. Minutes of meetings from the Derby Branch of the Association of Teachers in Technical Institutions, spanning 1907 to 1973, repeatedly reveal members’ frustration with government directives. For instance, in 1949, the Association objected to increased workloads resulting from new examination regulations, and more specifically, the lack of consultation with their lecturers. Perhaps not an unfamiliar refrain to many working in the sector today!General education in FE and its modern manife...]]></description><guid isPermaLink="false">MzjVg1zK</guid><pubDate>Mon, 22 Jan 2024 08:42:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58400927/rhqr7vnqo2zcftfwqdwpfwat2ysgmchsiztxages.mp3" length="1359168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/389fd3e6-59f7-424a-8361-d404b6d9874c/389fd3e6-59f7-424a-8361-d404b6d9874c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/389fd3e6-59f7-424a-8361-d404b6d9874c/389fd3e6-59f7-424a-8361-d404b6d9874c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/389fd3e6-59f7-424a-8361-d404b6d9874c/389fd3e6-59f7-424a-8361-d404b6d9874c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Olly discusses Edge’s latest Learning from the Past paper written with Professor Prue Huddleston and Professor Lorna Unwin about curriculum in FE colleges.Over the past century, England’s Further Education (FE) colleges have evolved...</itunes:subtitle><itunes:summary><![CDATA[In this article, Olly discusses Edge’s latest Learning from the Past paper written with Professor Prue Huddleston and Professor Lorna Unwin about curriculum in FE colleges.Over the past century, England’s Further Education (FE) colleges have evolved into anchor institutions that are uniquely positioned to address changing societal and workforce needs. Despite their adaptability, though, FE continues to grapple with ongoing challenges relating to creating inclusive courses, competing for students and navigating fluctuating requirements from stakeholders including employers and national governments.With skills central to current education policy debates, understanding the historical context of FE is essential. Edge’s new ‘Learning from the Past’ paper explores over 100 years of FE curriculum development, and it ebbs and flows. While FE colleges face unique contemporary challenges, including integrating environmental and decolonisation principles into their curricula, they must also address the perennial task of meeting stakeholder demand. What can we learn from past policies?Employer engagement and political dynamics in FE curriculum developmentTraditionally, FE has always offered diverse curricula, incorporating general, vocational, and technical education. Its breadth extends to its audience, too: Young people and adults, specialist skill areas, higher education, and those with special educational needs. Such complex requirements create challenges for a cohesive system, a problem only exacerbated by top-down policy implementation, economic shifts, and funding cuts. This tension will be familiar to anyone in the sector. On one hand, local institutions have the knowledge, expertise, and skills to deliver and support skill needs in local communities. On the other, governments use education and training policies to address varied social and economic goals, ensuring that FE curriculum development is always a political issue.Our research shows that the tension between centralised policymaking and FE college autonomy is not new. FE curriculum development is replete with examples of institutions successfully engaging with employers to create high-impact training. For instance, industry associations contributed significantly to the Boot and Shoe School, which opened in Northamptonshire in 1928. They supported with overall training costs, and provided machinery and materials to help train those employed in local shoe factories. Meanwhile, the Westminster School of Hospitality and Culinary Arts, which opened in 1910, was specifically founded by employer associations to produce highly trained chefs and hospitality managers for London’s growing hotel and restaurant sector. We find many similar examples throughout the history of FE.Perhaps the most informative findings revealed in the report, though, are the impacts of government interventions. An illustrative example is the 1992 Further and Higher Education Act, which mandated that colleges should only receive funding for courses defined as vocational or work-related. Some colleges creatively worked around this, for example, by turning flower arranging into ‘floristry’ to align with the new standards. Despite valiant efforts, the policy set in progress a downward spiral of adult education participation, however, that has yet to fully recover, demonstrating the long-term consequences when policy interventions are poorly considered.The report also highlights that government intervention in FE is deeply rooted. Minutes of meetings from the Derby Branch of the Association of Teachers in Technical Institutions, spanning 1907 to 1973, repeatedly reveal members’ frustration with government directives. For instance, in 1949, the Association objected to increased workloads resulting from new examination regulations, and more specifically, the lack of consultation with their lecturers. Perhaps not an unfamiliar refrain to many working in the sector today!General education in FE and its modern...]]></itunes:summary><itunes:duration>340</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The IB ensures students have the right skills to overcome AI challenges</title><link>https://www.spreaker.com/episode/the-ib-ensures-students-have-the-right-skills-to-overcome-ai-challenges--58400926</link><description><![CDATA[Artificial Intelligence is changing the workplace and while we cannot guarantee exactly what the jobs of the future will look like, as educators, we have a responsibility to ensure that students have the skills and competencies required to adapt to a changing world. International Baccalaureate programmes can help us to recognise this.In November 2023, the UK Government hosted its first ever Artificial Intelligence (AI) Safety Summit, which was the culmination of many months of focus on the risks and benefits of AI, triggered by the growing prevalence of ChatGPT and other large language model-based chatbots. AI and other technologies are revolutionising the workplace, and, with the likes of virtual and augmented reality transforming many sectors, it is no surprise that today’s jobs will look dramatically different in the future as technology automates some roles.Preparing students for jobs that do not currently existAs educators, I believe we have a responsibility to provide our students with an education that will enable them to pursue whichever career path they choose. But how can we guarantee that the jobs we are preparing our students for will even exist by the time they leave education? It is not enough for students to have the digital skills that they need to work with technology, but we need to equip our students with the skills they need to apply their knowledge to new scenarios to ensure they are prepared for jobs that do not currently exist. It is clear that the UK Government has acknowledged this with its proposal for the Advanced British Standard.While AI can analyse data, automate tasks and generate content, it cannot replicate skills such as collaborative teamwork, empathetic leadership, effective communication, and problem-solving with ethical considerations. Its inability to think critically and communicate empathetically is already leading to many employers placing greater importance on these skills when recruiting – as evidenced by the World Economic Forum’s Future of Jobs Report 2023. We have to recognise this and plan accordingly to ensure that the students of today are prepared for the workplace of the future.The ability to communicate effectivelyIt is because of this that I believe the ability to communicate effectively, both face to face and online, will be one of the most sought-after skills in the jobs of tomorrow. It is often assumed that people have an innate ability to communicate, but it is a skill that needs nurturing and developing in the same way as any other. Communication underpins every aspect of an International Baccalaureate (IB) education and is embedded into students’ daily learning at Impington International College. Dialogue and debate are at the heart of our students’ lessons, and these structured classroom discussions ensures they learn to express themselves and challenge ideas, think critically and grow in confidence – all of which are skills that will help them succeed in their chosen career.Developing their critical thinking skillsThrough the IB Diploma Programme (DP) and Career-related Programme (CP) our students’ critical thinking skills are cultivated. CP students develop their critical thinking skills through personal and professional skills development, which underpins their career-related study. In the DP, students complete the Theory of Knowledge course, which requires them to reflect on the nature of knowledge and explore their personal assumptions and biases. This helps students to build critical thinking skills that can be applied to real-world situations, which will stand them in good stead for any future career.Our students also take part in a collaborative project as part of their IB studies, where they work together and utilise each other’s different areas of expertise to complete a significant body of work. For example, in the Collaborative Sciences Project, DP and CP students address real world problems through the exploration of Sciences. This help students to devel...]]></description><guid isPermaLink="false">MLdQYaxg</guid><pubDate>Mon, 22 Jan 2024 08:40:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58400926/ombmnucoxvpbgrelmegymwt23cvlajgbjxtyvvco.mp3" length="1161024" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/80c7faaf-bebf-45da-baf2-6b1f3fc60420/80c7faaf-bebf-45da-baf2-6b1f3fc60420.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/80c7faaf-bebf-45da-baf2-6b1f3fc60420/80c7faaf-bebf-45da-baf2-6b1f3fc60420.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/80c7faaf-bebf-45da-baf2-6b1f3fc60420/80c7faaf-bebf-45da-baf2-6b1f3fc60420.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Artificial Intelligence is changing the workplace and while we cannot guarantee exactly what the jobs of the future will look like, as educators, we have a responsibility to ensure that students have the skills and competencies required to adapt to a...</itunes:subtitle><itunes:summary><![CDATA[Artificial Intelligence is changing the workplace and while we cannot guarantee exactly what the jobs of the future will look like, as educators, we have a responsibility to ensure that students have the skills and competencies required to adapt to a changing world. International Baccalaureate programmes can help us to recognise this.In November 2023, the UK Government hosted its first ever Artificial Intelligence (AI) Safety Summit, which was the culmination of many months of focus on the risks and benefits of AI, triggered by the growing prevalence of ChatGPT and other large language model-based chatbots. AI and other technologies are revolutionising the workplace, and, with the likes of virtual and augmented reality transforming many sectors, it is no surprise that today’s jobs will look dramatically different in the future as technology automates some roles.Preparing students for jobs that do not currently existAs educators, I believe we have a responsibility to provide our students with an education that will enable them to pursue whichever career path they choose. But how can we guarantee that the jobs we are preparing our students for will even exist by the time they leave education? It is not enough for students to have the digital skills that they need to work with technology, but we need to equip our students with the skills they need to apply their knowledge to new scenarios to ensure they are prepared for jobs that do not currently exist. It is clear that the UK Government has acknowledged this with its proposal for the Advanced British Standard.While AI can analyse data, automate tasks and generate content, it cannot replicate skills such as collaborative teamwork, empathetic leadership, effective communication, and problem-solving with ethical considerations. Its inability to think critically and communicate empathetically is already leading to many employers placing greater importance on these skills when recruiting – as evidenced by the World Economic Forum’s Future of Jobs Report 2023. We have to recognise this and plan accordingly to ensure that the students of today are prepared for the workplace of the future.The ability to communicate effectivelyIt is because of this that I believe the ability to communicate effectively, both face to face and online, will be one of the most sought-after skills in the jobs of tomorrow. It is often assumed that people have an innate ability to communicate, but it is a skill that needs nurturing and developing in the same way as any other. Communication underpins every aspect of an International Baccalaureate (IB) education and is embedded into students’ daily learning at Impington International College. Dialogue and debate are at the heart of our students’ lessons, and these structured classroom discussions ensures they learn to express themselves and challenge ideas, think critically and grow in confidence – all of which are skills that will help them succeed in their chosen career.Developing their critical thinking skillsThrough the IB Diploma Programme (DP) and Career-related Programme (CP) our students’ critical thinking skills are cultivated. CP students develop their critical thinking skills through personal and professional skills development, which underpins their career-related study. In the DP, students complete the Theory of Knowledge course, which requires them to reflect on the nature of knowledge and explore their personal assumptions and biases. This helps students to build critical thinking skills that can be applied to real-world situations, which will stand them in good stead for any future career.Our students also take part in a collaborative project as part of their IB studies, where they work together and utilise each other’s different areas of expertise to complete a significant body of work. For example, in the Collaborative Sciences Project, DP and CP students address real world problems through the exploration of Sciences. This help students to...]]></itunes:summary><itunes:duration>291</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Tackling the skills gap and prison overcrowding in one go</title><link>https://www.spreaker.com/episode/tackling-the-skills-gap-and-prison-overcrowding-in-one-go--58400925</link><description><![CDATA[There is a potential workforce of 85,000 people sitting in our prisons.  With the right organisation and incentives for business, we could be filling many of those vacancies in hospitality, catering, construction, and a host of other sectors currently suffering a dearth of people.  What’s more, with a little bit of seed funding, the Treasury would make substantial savings.Expanding Opportunities for PrisonersPrisoners nearing the end of their sentences are already able to receive training and the offer of employment in a very limited way.  This could be expanded substantially.  Even releasing significant numbers of prisoners a few weeks earlier than scheduled would ease prison overcrowding and the problems faced by those employment sectors facing real labour shortages.  What’s more, less money would be spent on their incarceration, and more tax would be collected from the pay packets of these individuals.  With a job to go to, they would not need to claim benefits on release, something more than half of emerging prisoners currently have to do.  There would also be a positive impact on crime. Research by the Ministry of Justice shows that the shorter an individual’s time spent in prison, the less likely they are to re-offend.  If they have employment on release, they are also almost 10% less likely to commit further crimes within a year. Strategies for ImplementationOn average, prisoners are currently being released eighteen days early as a means of reducing the size of the prison population.  How much better to shorten their time served by perhaps even more, if they have paid work to look forward to?Utilising Existing Skills and PartnershipsThe question is, how do we make it happen? Firstly, many people in prison already have a usable skill, including those like plumbers and electricians, constantly in high demand in the construction industry.  Then some unskilled people are desperate for training specifically so they can become employable.  Smart businesses like Timpson, Greggs and RMF Group (one of the largest road and infrastructure builders in the country), already run partnerships with prison education providers, training hundreds of individuals for work, waiting for them on release.Dara McCarthy from RMF Group is in no doubt of the benefits and says,“We have been using custodial establishments as a recruitment channel for our organisation for more than ten years after recognising the wealth of talent that often goes unused due to a reoffending past.  By giving ex-offenders a second chance and investing resources into prison learners we can prepare for the extra 25,350 construction jobs required in the West Midlands by 2027, as identified by the Construction Industry Training Board-led Construction Skills Network report (2023).  More importantly, by providing a routeway into employment to those with previous offences, we often experience higher commitment levels and a greater work ethic on site; therefore, employing ex-offenders is not a box-ticking task but a strength for our workforce on the ground.”Incentivising Businesses for Greater ParticipationThese powerful profitable, large-scale businesses like RMF Group have all seen the benefits of engaging with offenders.  The question is, how to broaden the appeal to more companies to speed up the flow of a suitably skilled workforce leaving our prisons?Incentive Framework and Support SystemsThere needs to be some form of incentive, and one way to approach this would be using a similar framework as the apprenticeship levy.  Those large businesses that pay it, can fund training from it.  Smaller companies receive 95% of the cost of an apprenticeship from the government.  Similar levels of funding for prisoners, coming out of jail early and into a job, could be very appealing to many.  But spending money is not the only option.Role of Employment Support CoachesThe use of employment support coaches is highly beneficial. These individuals can smooth the way for former offenders...]]></description><guid isPermaLink="false">gxZw709k</guid><pubDate>Mon, 22 Jan 2024 08:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58400925/ohohknz8qy29wg7pj1ad99ay2pqtk4p2bgtxgahd.mp3" length="1153440" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eaaa159b-c880-4fa0-b462-26d458b64d22/eaaa159b-c880-4fa0-b462-26d458b64d22.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eaaa159b-c880-4fa0-b462-26d458b64d22/eaaa159b-c880-4fa0-b462-26d458b64d22.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eaaa159b-c880-4fa0-b462-26d458b64d22/eaaa159b-c880-4fa0-b462-26d458b64d22.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>There is a potential workforce of 85,000 people sitting in our prisons.  With the right organisation and incentives for business, we could be filling many of those vacancies in hospitality, catering, construction, and a host of other sectors currently...</itunes:subtitle><itunes:summary><![CDATA[There is a potential workforce of 85,000 people sitting in our prisons.  With the right organisation and incentives for business, we could be filling many of those vacancies in hospitality, catering, construction, and a host of other sectors currently suffering a dearth of people.  What’s more, with a little bit of seed funding, the Treasury would make substantial savings.Expanding Opportunities for PrisonersPrisoners nearing the end of their sentences are already able to receive training and the offer of employment in a very limited way.  This could be expanded substantially.  Even releasing significant numbers of prisoners a few weeks earlier than scheduled would ease prison overcrowding and the problems faced by those employment sectors facing real labour shortages.  What’s more, less money would be spent on their incarceration, and more tax would be collected from the pay packets of these individuals.  With a job to go to, they would not need to claim benefits on release, something more than half of emerging prisoners currently have to do.  There would also be a positive impact on crime. Research by the Ministry of Justice shows that the shorter an individual’s time spent in prison, the less likely they are to re-offend.  If they have employment on release, they are also almost 10% less likely to commit further crimes within a year. Strategies for ImplementationOn average, prisoners are currently being released eighteen days early as a means of reducing the size of the prison population.  How much better to shorten their time served by perhaps even more, if they have paid work to look forward to?Utilising Existing Skills and PartnershipsThe question is, how do we make it happen? Firstly, many people in prison already have a usable skill, including those like plumbers and electricians, constantly in high demand in the construction industry.  Then some unskilled people are desperate for training specifically so they can become employable.  Smart businesses like Timpson, Greggs and RMF Group (one of the largest road and infrastructure builders in the country), already run partnerships with prison education providers, training hundreds of individuals for work, waiting for them on release.Dara McCarthy from RMF Group is in no doubt of the benefits and says,“We have been using custodial establishments as a recruitment channel for our organisation for more than ten years after recognising the wealth of talent that often goes unused due to a reoffending past.  By giving ex-offenders a second chance and investing resources into prison learners we can prepare for the extra 25,350 construction jobs required in the West Midlands by 2027, as identified by the Construction Industry Training Board-led Construction Skills Network report (2023).  More importantly, by providing a routeway into employment to those with previous offences, we often experience higher commitment levels and a greater work ethic on site; therefore, employing ex-offenders is not a box-ticking task but a strength for our workforce on the ground.”Incentivising Businesses for Greater ParticipationThese powerful profitable, large-scale businesses like RMF Group have all seen the benefits of engaging with offenders.  The question is, how to broaden the appeal to more companies to speed up the flow of a suitably skilled workforce leaving our prisons?Incentive Framework and Support SystemsThere needs to be some form of incentive, and one way to approach this would be using a similar framework as the apprenticeship levy.  Those large businesses that pay it, can fund training from it.  Smaller companies receive 95% of the cost of an apprenticeship from the government.  Similar levels of funding for prisoners, coming out of jail early and into a job, could be very appealing to many.  But spending money is not the only option.Role of Employment Support CoachesThe use of employment support coaches is highly beneficial. These individuals can smooth the way for former...]]></itunes:summary><itunes:duration>289</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The state of education in 2023 and 2024</title><link>https://www.spreaker.com/episode/the-state-of-education-in-2023-and-2024--58363377</link><description><![CDATA[In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to reflect on the sector’s achievements and aspirations for the future.Skills climbs the political agenda with emerging cross-party consensusIn 2023, leaders of both main political parties sought to prove their credentials when it comes to education and skills – be that Prime Minister Rishi Sunak’s “silver bullet” to the productivity crisis, or opposition leader Keir Starmer’s catchphrase: “My dad was a toolkmaker”.Both parties announced a raft of fresh education and skills policies. While differing in flavour, they sought to tackle many of the same concerns and would affect everything from Early Years to Further Education, Higher Education and beyond.The government announced its intention to address the worrying long-term decline of basic numeracy skills needed for life and work, pledging to extend maths to 18, for instance, while Labour promised to address this at primary level, through ‘real world’ maths for all.This ambition is truly welcome – as is the consensus, at long last, that essential (and technical) skills are not for those less ‘academically able’, but required by every young person if they are to thrive in the modern working world..However, as the general election inches closer, and parties look for more dividing lines, we hope this consensus on education and skills will not be lost. We are also aware that new policy initiatives have a habit of shifting focus and funding from areas where progress is underway. We must navigate with care.As the main parties shape their election manifestos, we hope they take note of evidence such as the recently released House of Lords 11-16 report, which took on board evidence from our Executive Director and pointed to the need for a truly broad and balanced curriculum offer across secondary education, and that careers guidance must give equal status to the full range of post-16 pathways.Advanced British Standard (ABS)The promise of a baccalaureate-style post-16 education – the Advanced British Standard (ABS) – is hugely welcome. A long overdue move to bring ‘academic’, technical and vocational qualifications under one umbrella reflects the parity that has been achieved. It’s a positive sign that the ABS mirrors the Times Education Commission’s flagship policy, which attracted widespread support across education, politics, the arts, science, and business. The days of negative public opinion around ‘non-academic’ pathways are gone. Government policy is catching up.While the devil will be in the detail, the seeming cross-party consensus is once again encouraging. Should they win power, Labour has pledged to review the curriculum and assessment system, suggesting that a broader, baccalaureate-style qualification of some description could triumph regardless of the election’s outcome. Edge is well-placed to support. Our “Bacc to the Drawing Board” event in May stimulated timely discussion on the nature and objectives of a baccalaureate qualification, and we have new, valuable research to inform policy implementation.Skills developmentIn 2023, Edge also saw excellent work being done to bridge the skills gap, from corporate initiatives to education business partnerships. The greatest success stories invariably involve effective employer engagement. In 2023, employers told us they wanted shorter, more flexible courses and greater support around management capabilities, particularly for SMEs. In 2024, businesses of all sizes will therefore require ongoing support to help them to guide and shape the skills offer.Labour’s proposals to introduce a Growth and Skills Levy are also intriguing, but require careful consideration to avoid recreating the disincentives to apprenticeship uptake built into the existing levy. The party’s promise to establish a Skills England body to oversee the national...]]></description><guid isPermaLink="false">bzMqNozQ</guid><pubDate>Fri, 19 Jan 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58363377/lcybuf9qnoevhsrzzothao2pggr9zdovbcjdqoyp.mp3" length="1766112" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7/221649cd-c3cf-4aaf-ae30-d3f620b3a5a7.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to reflect on the sector’s achievements and...</itunes:subtitle><itunes:summary><![CDATA[In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to reflect on the sector’s achievements and aspirations for the future.Skills climbs the political agenda with emerging cross-party consensusIn 2023, leaders of both main political parties sought to prove their credentials when it comes to education and skills – be that Prime Minister Rishi Sunak’s “silver bullet” to the productivity crisis, or opposition leader Keir Starmer’s catchphrase: “My dad was a toolkmaker”.Both parties announced a raft of fresh education and skills policies. While differing in flavour, they sought to tackle many of the same concerns and would affect everything from Early Years to Further Education, Higher Education and beyond.The government announced its intention to address the worrying long-term decline of basic numeracy skills needed for life and work, pledging to extend maths to 18, for instance, while Labour promised to address this at primary level, through ‘real world’ maths for all.This ambition is truly welcome – as is the consensus, at long last, that essential (and technical) skills are not for those less ‘academically able’, but required by every young person if they are to thrive in the modern working world..However, as the general election inches closer, and parties look for more dividing lines, we hope this consensus on education and skills will not be lost. We are also aware that new policy initiatives have a habit of shifting focus and funding from areas where progress is underway. We must navigate with care.As the main parties shape their election manifestos, we hope they take note of evidence such as the recently released House of Lords 11-16 report, which took on board evidence from our Executive Director and pointed to the need for a truly broad and balanced curriculum offer across secondary education, and that careers guidance must give equal status to the full range of post-16 pathways.Advanced British Standard (ABS)The promise of a baccalaureate-style post-16 education – the Advanced British Standard (ABS) – is hugely welcome. A long overdue move to bring ‘academic’, technical and vocational qualifications under one umbrella reflects the parity that has been achieved. It’s a positive sign that the ABS mirrors the Times Education Commission’s flagship policy, which attracted widespread support across education, politics, the arts, science, and business. The days of negative public opinion around ‘non-academic’ pathways are gone. Government policy is catching up.While the devil will be in the detail, the seeming cross-party consensus is once again encouraging. Should they win power, Labour has pledged to review the curriculum and assessment system, suggesting that a broader, baccalaureate-style qualification of some description could triumph regardless of the election’s outcome. Edge is well-placed to support. Our “Bacc to the Drawing Board” event in May stimulated timely discussion on the nature and objectives of a baccalaureate qualification, and we have new, valuable research to inform policy implementation.Skills developmentIn 2023, Edge also saw excellent work being done to bridge the skills gap, from corporate initiatives to education business partnerships. The greatest success stories invariably involve effective employer engagement. In 2023, employers told us they wanted shorter, more flexible courses and greater support around management capabilities, particularly for SMEs. In 2024, businesses of all sizes will therefore require ongoing support to help them to guide and shape the skills offer.Labour’s proposals to introduce a Growth and Skills Levy are also intriguing, but require careful consideration to avoid recreating the disincentives to apprenticeship uptake built into the existing levy. The party’s promise to establish a Skills England body to oversee the...]]></itunes:summary><itunes:duration>442</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/b2b30435f2d8b05f2c1106aae4f7e034.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The state of education in 2023 and 2024</title><link>https://www.spreaker.com/episode/the-state-of-education-in-2023-and-2024--58363376</link><description><![CDATA[The state of education in 2023 and 2024In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to reflect on the sector’s achievements and aspirations for the future.SKILLS CLIMBS THE POLITICAL AGENDA WITH EMERGING CROSS-PARTY CONSENSUSIn 2023, leaders of both main political parties sought to prove their credentials when it comes to education and skills – be that Prime Minister Rishi Sunak’s “silver bullet” to the productivity crisis, or opposition leader Keir Starmer’s catchphrase: “My dad was a toolkmaker”.Both parties announced a raft of fresh education and skills policies. While differing in flavour, they sought to tackle many of the same concerns and would affect everything from Early Years to Further Education, Higher Education and beyond.The government announced its intention to address the worrying long-term decline of basic numeracy skills needed for life and work, pledging to  extend maths to 18  , for instance, while Labour promised to address this at primary level, through ‘real world’ maths for all.This ambition is truly welcome – as is the consensus, at long last, that essential (and technical) skills are not for those less ‘academically able’, but required by  every  young person if they are to thrive in the modern working world..However, as the general election inches closer, and parties look for more dividing lines, we hope this consensus on education and skills will not be lost. We are also aware that new policy initiatives have a habit of shifting focus and funding from areas where progress is underway. We must navigate with care.As the main parties shape their election manifestos, we hope they take note of evidence such as the recently released  House of Lords 11-16 report  , which took on board evidence from our Executive Director and pointed to the need for a truly broad and balanced curriculum offer across secondary education, and that careers guidance must give equal status to the full range of post-16 pathways.ADVANCED BRITISH STANDARD (ABS)The promise of a baccalaureate-style post-16 education – the Advanced British Standard (ABS) – is hugely welcome. A long overdue move to bring ‘academic’, technical and vocational qualifications under one umbrella reflects the parity that has been achieved. It’s a positive sign that the ABS mirrors the  Times Education Commission’s flagship policy  , which attracted widespread support across education, politics, the arts, science, and business. The days of negative public opinion around ‘non-academic’ pathways are gone. Government policy is catching up.While the devil will be in the detail, the seeming cross-party consensus is once again encouraging. Should they win power, Labour has pledged to review the curriculum and assessment system, suggesting that a broader, baccalaureate-style qualification of some description could triumph regardless of the election’s outcome. Edge is well-placed to support. Our  “Bacc to the Drawing Board”  event in May stimulated timely discussion on the nature and objectives of a baccalaureate qualification, and we have new,  valuable research  to inform policy implementation.SKILLS DEVELOPMENTIn 2023, Edge also saw excellent work being done to bridge the skills gap, from corporate initiatives to  education business partnerships  . The greatest success stories invariably involve effective employer engagement. In 2023, employers told us they wanted shorter, more flexible courses and greater support around management capabilities, particularly for SMEs. In 2024, businesses of all sizes will therefore require ongoing support to help them to guide and shape the skills offer.Labour’s proposals to  introduce a Growth and Skills Levy  are also intriguing, but require careful consideration to avoid recreating the disincentives to apprenticeship uptake built into the existing levy. The party’s promise...]]></description><guid isPermaLink="false">ExvR8Dxk</guid><pubDate>Fri, 19 Jan 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58363376/zv4qjv7eavhk0ndroexl7ju52lrwqurb5mc9vd7w.mp3" length="1813632" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fe4b109-00e3-4432-a0f9-01c10135c062/8fe4b109-00e3-4432-a0f9-01c10135c062.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fe4b109-00e3-4432-a0f9-01c10135c062/8fe4b109-00e3-4432-a0f9-01c10135c062.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fe4b109-00e3-4432-a0f9-01c10135c062/8fe4b109-00e3-4432-a0f9-01c10135c062.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The state of education in 2023 and 2024In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to...</itunes:subtitle><itunes:summary><![CDATA[The state of education in 2023 and 2024In 2023, seismic shifts in UK education and skills set the stage for an exciting year ahead. With 2024 marking the Edge Foundation’s 20th anniversary, and a general election also looming, now is the time to reflect on the sector’s achievements and aspirations for the future.SKILLS CLIMBS THE POLITICAL AGENDA WITH EMERGING CROSS-PARTY CONSENSUSIn 2023, leaders of both main political parties sought to prove their credentials when it comes to education and skills – be that Prime Minister Rishi Sunak’s “silver bullet” to the productivity crisis, or opposition leader Keir Starmer’s catchphrase: “My dad was a toolkmaker”.Both parties announced a raft of fresh education and skills policies. While differing in flavour, they sought to tackle many of the same concerns and would affect everything from Early Years to Further Education, Higher Education and beyond.The government announced its intention to address the worrying long-term decline of basic numeracy skills needed for life and work, pledging to  extend maths to 18  , for instance, while Labour promised to address this at primary level, through ‘real world’ maths for all.This ambition is truly welcome – as is the consensus, at long last, that essential (and technical) skills are not for those less ‘academically able’, but required by  every  young person if they are to thrive in the modern working world..However, as the general election inches closer, and parties look for more dividing lines, we hope this consensus on education and skills will not be lost. We are also aware that new policy initiatives have a habit of shifting focus and funding from areas where progress is underway. We must navigate with care.As the main parties shape their election manifestos, we hope they take note of evidence such as the recently released  House of Lords 11-16 report  , which took on board evidence from our Executive Director and pointed to the need for a truly broad and balanced curriculum offer across secondary education, and that careers guidance must give equal status to the full range of post-16 pathways.ADVANCED BRITISH STANDARD (ABS)The promise of a baccalaureate-style post-16 education – the Advanced British Standard (ABS) – is hugely welcome. A long overdue move to bring ‘academic’, technical and vocational qualifications under one umbrella reflects the parity that has been achieved. It’s a positive sign that the ABS mirrors the  Times Education Commission’s flagship policy  , which attracted widespread support across education, politics, the arts, science, and business. The days of negative public opinion around ‘non-academic’ pathways are gone. Government policy is catching up.While the devil will be in the detail, the seeming cross-party consensus is once again encouraging. Should they win power, Labour has pledged to review the curriculum and assessment system, suggesting that a broader, baccalaureate-style qualification of some description could triumph regardless of the election’s outcome. Edge is well-placed to support. Our  “Bacc to the Drawing Board”  event in May stimulated timely discussion on the nature and objectives of a baccalaureate qualification, and we have new,  valuable research  to inform policy implementation.SKILLS DEVELOPMENTIn 2023, Edge also saw excellent work being done to bridge the skills gap, from corporate initiatives to  education business partnerships  . The greatest success stories invariably involve effective employer engagement. In 2023, employers told us they wanted shorter, more flexible courses and greater support around management capabilities, particularly for SMEs. In 2024, businesses of all sizes will therefore require ongoing support to help them to guide and shape the skills offer.Labour’s proposals to  introduce a Growth and Skills Levy  are also intriguing, but require careful consideration to avoid recreating the disincentives to apprenticeship uptake built into the existing levy. The party’s...]]></itunes:summary><itunes:duration>454</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/687be513eb457e2017c2f34ca8062be5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>A New Year</title><link>https://www.spreaker.com/episode/a-new-year--58327562</link><description><![CDATA[In this article, Heather makes some suggestions for where she sees policy focus should be in 2024.A new year – and as we now know a General Election year brings new hopes and fresh challenges in any sector. For the education sector it’s multi-faceted as we constantly strive to improve the qualifications on offer but what are the new qualifications and skills that are needed in a fast moving world. Additionally the sector supports employers in driving up productivity, improving the recruitment pipeline and most importantly retraining in response to evolution within the workplace.So here are my musings on the challenges we need to look at – where we could start to look to address them – and I’d be really interested in others thoughts.Why does adult numeracy and literacy levels remain stubbornly lowOne of my first actions on joining Open Awards ten years ago was to give evidence to the parliamentary select committee on why adult numeracy and literacy levels remained stubbornly low and the latest research by the Learning and Work Institute shows that little has changed. It’s clearly not enough to offer free courses – we need additional and innovative incentivisation. Clearly, people gain employment and manage lives without a formal qualification(s) but how much more could they achieve if we could address this.With apologies to my already overworked school colleagues, is there an opportunity here for family/carer learning – is this not the most timely approach to encourage parents/carers/grandparents to learn with their children? Equally, how do we incentivise employers to encourage their workforce to engage with and unlock the opportunities available? Is this an area where the levy underspend could be usefully allocated I wonder.Reform of offender educationLinked to this should be the reform of offender education with new contracts due to issued this year. Levels of numeracy and literacy remain pitifully low within this cohort with high instances of dyslexia and ADHD where it’s diagnosed. The last data published by the Ministry of Justice suggested 57% of adults in prison had a reading age of 11 or below. High-quality targeted education is a critical key to successful rehabilitation giving hope to thousands of offenders and ex-offenders.This area desperately needs additional funding so that well-trained staff can maintain education within prisons and importantly ‘through the gate’. We need a transitionary system where offenders meet their trainers whilst serving their sentences and maintain that contact upon release, maybe even as part of their license requirements. Prisoners with short sentences or community-based sentences don’t currently have the offer of education and yet it could prove vital in enabling them to gain meaningful employment and improve their self-worth.Functional Skills Mathematics Level 2All this talk of numeracy has to bring me to Functional Skills Mathematics Level 2.  Clearly the Level 2 needs to be delineated from Level 1 and more challenging but I feel at the moment the difference between the levels is too great. We know that pass rates continue to be low at Level 2 despite the best work of providers and Awarding Organisations and is a significant limiting factor for apprentices completing their full apprenticeship.Ofqual are currently looking at how papers from each AO are performing but it would be useful to ask them to expand that to consider if the Level two performance expectations are set at the right level. If that remains the case or no such review is forthcoming then we need to look, as a sector how we better support learners/apprentices. Is there perhaps an opportunity for a collaborative approach from both Ofqual and Ofsted to unpick the barriers to achievement?Maths to 18 and the Advanced British StandardLet’s not leave numeracy without discussing the plans for young people to study Maths until they’re 18 and potentially included within the Advanced British Standard. Firstly, I meet so many you...]]></description><guid isPermaLink="false">l9kWdg94</guid><pubDate>Wed, 17 Jan 2024 09:11:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58327562/orqzsn2tj4hjpjmzarj2tterxqw5njvatidubauz.mp3" length="1553760" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/18430a50-464a-41d7-91cf-1a69ab4cecda/18430a50-464a-41d7-91cf-1a69ab4cecda.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/18430a50-464a-41d7-91cf-1a69ab4cecda/18430a50-464a-41d7-91cf-1a69ab4cecda.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/18430a50-464a-41d7-91cf-1a69ab4cecda/18430a50-464a-41d7-91cf-1a69ab4cecda.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Heather makes some suggestions for where she sees policy focus should be in 2024.A new year – and as we now know a General Election year brings new hopes and fresh challenges in any sector. For the education sector it’s multi-faceted...</itunes:subtitle><itunes:summary><![CDATA[In this article, Heather makes some suggestions for where she sees policy focus should be in 2024.A new year – and as we now know a General Election year brings new hopes and fresh challenges in any sector. For the education sector it’s multi-faceted as we constantly strive to improve the qualifications on offer but what are the new qualifications and skills that are needed in a fast moving world. Additionally the sector supports employers in driving up productivity, improving the recruitment pipeline and most importantly retraining in response to evolution within the workplace.So here are my musings on the challenges we need to look at – where we could start to look to address them – and I’d be really interested in others thoughts.Why does adult numeracy and literacy levels remain stubbornly lowOne of my first actions on joining Open Awards ten years ago was to give evidence to the parliamentary select committee on why adult numeracy and literacy levels remained stubbornly low and the latest research by the Learning and Work Institute shows that little has changed. It’s clearly not enough to offer free courses – we need additional and innovative incentivisation. Clearly, people gain employment and manage lives without a formal qualification(s) but how much more could they achieve if we could address this.With apologies to my already overworked school colleagues, is there an opportunity here for family/carer learning – is this not the most timely approach to encourage parents/carers/grandparents to learn with their children? Equally, how do we incentivise employers to encourage their workforce to engage with and unlock the opportunities available? Is this an area where the levy underspend could be usefully allocated I wonder.Reform of offender educationLinked to this should be the reform of offender education with new contracts due to issued this year. Levels of numeracy and literacy remain pitifully low within this cohort with high instances of dyslexia and ADHD where it’s diagnosed. The last data published by the Ministry of Justice suggested 57% of adults in prison had a reading age of 11 or below. High-quality targeted education is a critical key to successful rehabilitation giving hope to thousands of offenders and ex-offenders.This area desperately needs additional funding so that well-trained staff can maintain education within prisons and importantly ‘through the gate’. We need a transitionary system where offenders meet their trainers whilst serving their sentences and maintain that contact upon release, maybe even as part of their license requirements. Prisoners with short sentences or community-based sentences don’t currently have the offer of education and yet it could prove vital in enabling them to gain meaningful employment and improve their self-worth.Functional Skills Mathematics Level 2All this talk of numeracy has to bring me to Functional Skills Mathematics Level 2.  Clearly the Level 2 needs to be delineated from Level 1 and more challenging but I feel at the moment the difference between the levels is too great. We know that pass rates continue to be low at Level 2 despite the best work of providers and Awarding Organisations and is a significant limiting factor for apprentices completing their full apprenticeship.Ofqual are currently looking at how papers from each AO are performing but it would be useful to ask them to expand that to consider if the Level two performance expectations are set at the right level. If that remains the case or no such review is forthcoming then we need to look, as a sector how we better support learners/apprentices. Is there perhaps an opportunity for a collaborative approach from both Ofqual and Ofsted to unpick the barriers to achievement?Maths to 18 and the Advanced British StandardLet’s not leave numeracy without discussing the plans for young people to study Maths until they’re 18 and potentially included within the Advanced British Standard. Firstly, I meet so many...]]></itunes:summary><itunes:duration>389</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Harnessing the power of AI: A new era of education</title><link>https://www.spreaker.com/episode/harnessing-the-power-of-ai-a-new-era-of-education--58317362</link><description><![CDATA[In this article, Simon delves into the transformative impact of AI and ML in education, showcasing their potential to alleviate educator burnout, automate tasks, and personalise learning. The article emphasises the importance of balancing AI efficiencies with human guidance for optimal results.Artificial Intelligence (AI) and Machine Learning (ML) are vital catalysts for growth and creativity across multiple sectors – and education is no different. For time-strapped educators, AI has been proving invaluable in helping to automate admin tasks and create teaching resources.The responsibilities of education professionals have dynamically evolved over time. With 16% of teachers planning to leave in the next two years and a further 41% within five years due to burnout, it’s imperative for institutions to ramp up the onboarding of AI tools.Yet, research suggests, the introduction of new technology often sparks apprehension. That’s why it’s crucial to educate teachers about AI’s potential influence, both on them and on the students’ futures. Undeniably, AI has tremendous potential to enhance teaching and learning, fostering positive evolution in the sector for the benefit of teachers and learners alike.Unlocking the benefits of AIMost teachers and faculty staff frequently struggle with time management and heavy workloads, working an average of 54 hours a week, with 13 of those hours falling outside of the normal school day. This is where AI can help, through automation of various tasks, analysis of student performance and closing the education gap. This enables educators to spend more time on personalised student interactions, to delve into research and hone their professional development.For example, AI-based personalisation can dramatically enhance students’ learning experiences. By assessing individual learning abilities, AI provides teachers with insights into subjects and lessons that require re-evaluation.  This allows professors to tailor courses, addressing the most prevalent knowledge gaps or challenging areas and prevents students from falling too far behind.AI’s technical prowess can significantly impact automating mundane tasks. A Telegraph survey found that teachers spend 31% of their time on lesson planning and grading tests. However, AI-enabled automation tools can streamline these manual processes, affording teachers more time to dedicate to core teaching responsibilities. Deploying AI-powered chatbots can help respond to generic and repetitive student questions without involving faculty members.In addition, AI can streamline engagement by automating communication between schools and parents. Writing assistants can be used to compose letters from scratch, request re-writes of existing letters, condense information from other sources and select templates from within the system. School staff would simply need to type in what they want help with, input a few details, describe the tone required and wait a few seconds. Just this seemingly simple switch can save time for busy staff whilst helping to foster a stronger community feel through frequent personalised communication with parents.Leveraging data for impactful decision-makingA significant benefit of AI lies in its ability for swift and precise data analysis. AI-powered tools can enable leaders to exploit highly advanced and quick data analysis, providing insights that previously would have taken months to collect. For instance, by integrating multiple data sources, AI-driven solutions could highlight the effect of local roadworks, bus routes, or even weather conditions on student attendance – or if a viral illness is affecting a significant number of teachers and student performance.AI can also assist in analysing student and teacher performance, offering insights into successful teaching methods. Educational leaders could then use this information to customise professional development programmes and support teachers in refining their teaching methods.Harnessing AI-p...]]></description><guid isPermaLink="false">BzJqNg9r</guid><pubDate>Tue, 16 Jan 2024 08:42:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58317362/5tb35rgzsdi8w0qglbusqj1k2inzaexg8f0ninls.mp3" length="1736256" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ec8eb55-3b34-4765-9751-a8fee41b230d/7ec8eb55-3b34-4765-9751-a8fee41b230d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ec8eb55-3b34-4765-9751-a8fee41b230d/7ec8eb55-3b34-4765-9751-a8fee41b230d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ec8eb55-3b34-4765-9751-a8fee41b230d/7ec8eb55-3b34-4765-9751-a8fee41b230d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Simon delves into the transformative impact of AI and ML in education, showcasing their potential to alleviate educator burnout, automate tasks, and personalise learning. The article emphasises the importance of balancing AI...</itunes:subtitle><itunes:summary><![CDATA[In this article, Simon delves into the transformative impact of AI and ML in education, showcasing their potential to alleviate educator burnout, automate tasks, and personalise learning. The article emphasises the importance of balancing AI efficiencies with human guidance for optimal results.Artificial Intelligence (AI) and Machine Learning (ML) are vital catalysts for growth and creativity across multiple sectors – and education is no different. For time-strapped educators, AI has been proving invaluable in helping to automate admin tasks and create teaching resources.The responsibilities of education professionals have dynamically evolved over time. With 16% of teachers planning to leave in the next two years and a further 41% within five years due to burnout, it’s imperative for institutions to ramp up the onboarding of AI tools.Yet, research suggests, the introduction of new technology often sparks apprehension. That’s why it’s crucial to educate teachers about AI’s potential influence, both on them and on the students’ futures. Undeniably, AI has tremendous potential to enhance teaching and learning, fostering positive evolution in the sector for the benefit of teachers and learners alike.Unlocking the benefits of AIMost teachers and faculty staff frequently struggle with time management and heavy workloads, working an average of 54 hours a week, with 13 of those hours falling outside of the normal school day. This is where AI can help, through automation of various tasks, analysis of student performance and closing the education gap. This enables educators to spend more time on personalised student interactions, to delve into research and hone their professional development.For example, AI-based personalisation can dramatically enhance students’ learning experiences. By assessing individual learning abilities, AI provides teachers with insights into subjects and lessons that require re-evaluation.  This allows professors to tailor courses, addressing the most prevalent knowledge gaps or challenging areas and prevents students from falling too far behind.AI’s technical prowess can significantly impact automating mundane tasks. A Telegraph survey found that teachers spend 31% of their time on lesson planning and grading tests. However, AI-enabled automation tools can streamline these manual processes, affording teachers more time to dedicate to core teaching responsibilities. Deploying AI-powered chatbots can help respond to generic and repetitive student questions without involving faculty members.In addition, AI can streamline engagement by automating communication between schools and parents. Writing assistants can be used to compose letters from scratch, request re-writes of existing letters, condense information from other sources and select templates from within the system. School staff would simply need to type in what they want help with, input a few details, describe the tone required and wait a few seconds. Just this seemingly simple switch can save time for busy staff whilst helping to foster a stronger community feel through frequent personalised communication with parents.Leveraging data for impactful decision-makingA significant benefit of AI lies in its ability for swift and precise data analysis. AI-powered tools can enable leaders to exploit highly advanced and quick data analysis, providing insights that previously would have taken months to collect. For instance, by integrating multiple data sources, AI-driven solutions could highlight the effect of local roadworks, bus routes, or even weather conditions on student attendance – or if a viral illness is affecting a significant number of teachers and student performance.AI can also assist in analysing student and teacher performance, offering insights into successful teaching methods. Educational leaders could then use this information to customise professional development programmes and support teachers in refining their teaching methods.Harnessing...]]></itunes:summary><itunes:duration>435</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Unlocking futures: The power of early intervention in FE success</title><link>https://www.spreaker.com/episode/unlocking-futures-the-power-of-early-intervention-in-fe-success--58303376</link><description><![CDATA[Dr Knox highlights the critical role of inclusive practice and early intervention in ensuring that autistic and anxious young people have the best opportunities for further education.IMPORTANCE OF FURTHER EDUCATION (FE)Further education serves as a pivotal opportunity for young individuals, offering autonomy and diverse learning models. For those who have faced challenges in traditional schooling, with the right support, FE can be a game-changer, providing a chance for personal growth, identity expression and increased independence in adulthood.FE represents a fantastic opportunity for autistic young people; joining an FE establishment is often the first time they experience real choice and autonomy in their education. This shift towards adult learning models can open up more opportunities, supporting independence in adulthood. The social opportunities in FE are invaluable, and young people often reach a stage in their development where they can express their identity and meet other young people they can relate to.CHALLENGES IN ACCESSING FURTHER EDUCATIONUnfortunately, school non-attendance at an earlier stage can pose significant barriers to further education. Young individuals who miss out on early education are less likely to acquire the necessary qualifications, hindering their access to desired courses.The implications of this are vast – a child or young person out of education at an early stage is more likely to face challenges catching up academically. For instance, they may have to revisit English and maths courses to qualify for their chosen field, despite possessing other skills and the ability to access these courses. This can be discouraging and reduce their enthusiasm for further education.Even before reaching this point, individuals who have experienced this may have lost trust in the education system altogether. What’s more, due to lower levels of engagement in activity outside of the home, they may have missed opportunities to develop skills that would support them to do this with confidence, for example, navigating public transport or planning their day.IMPACT ON WIDER LIFE AND EXPERIENCESIn addition to educational setbacks, school non-attendance can contribute to poorer socio-economic outcomes and may contribute to long-term mental health issues. The missed experiences of social interaction and personal growth during school years can have lasting consequences.Children and young people who cannot attend school may miss out on critical experiences that can shape their socio-economic trajectory. In some cases, the absence of these formative experiences can result in long-term mental health challenges and hinder their ability to navigate societal expectations.CHALLENGES FOR NEURODIVERGENT INDIVIDUALSConcerningly, higher numbers of neurodivergent children and young people are communicating that the traditional school environment is emotionally triggering, leading to prolonged periods of distress and ‘burnout’. The post-pandemic era has witnessed a surge in non-attendance due to anxiety, particularly among autistic individuals. Many parents and children say that the structure and demands of school are too inflexible to accommodate the unique needs of this group and express that there is inadequate outreach support once young people get to a point where they are unable to attend school.In my opinion, the resulting non-attendance is a symptom of the system’s inability to provide inclusive education and flexible support.IMPROVING EDUCATIONAL ENVIRONMENTSTo create inclusive educational environments, schools, SEN (special educational needs) providers organisations, mental health services and local authorities must commit to cultural practices that consider the needs of neurodivergent populations and be prepared to work in different ways. Inclusive practices should permeate values, policies, staff training, infrastructure and curriculum design.Best practice involves listening to voices from these communities and collabor...]]></description><guid isPermaLink="false">nxoB2QL6</guid><pubDate>Mon, 15 Jan 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58303376/pz9r8lyx6xhkgt1wqrkalznarkm1yuyjl18tukgj.mp3" length="1528608" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa6ac778-0182-4443-9e67-539a4709624d/aa6ac778-0182-4443-9e67-539a4709624d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa6ac778-0182-4443-9e67-539a4709624d/aa6ac778-0182-4443-9e67-539a4709624d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aa6ac778-0182-4443-9e67-539a4709624d/aa6ac778-0182-4443-9e67-539a4709624d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Dr Knox highlights the critical role of inclusive practice and early intervention in ensuring that autistic and anxious young people have the best opportunities for further education.IMPORTANCE OF FURTHER EDUCATION (FE)Further education serves as a...</itunes:subtitle><itunes:summary><![CDATA[Dr Knox highlights the critical role of inclusive practice and early intervention in ensuring that autistic and anxious young people have the best opportunities for further education.IMPORTANCE OF FURTHER EDUCATION (FE)Further education serves as a pivotal opportunity for young individuals, offering autonomy and diverse learning models. For those who have faced challenges in traditional schooling, with the right support, FE can be a game-changer, providing a chance for personal growth, identity expression and increased independence in adulthood.FE represents a fantastic opportunity for autistic young people; joining an FE establishment is often the first time they experience real choice and autonomy in their education. This shift towards adult learning models can open up more opportunities, supporting independence in adulthood. The social opportunities in FE are invaluable, and young people often reach a stage in their development where they can express their identity and meet other young people they can relate to.CHALLENGES IN ACCESSING FURTHER EDUCATIONUnfortunately, school non-attendance at an earlier stage can pose significant barriers to further education. Young individuals who miss out on early education are less likely to acquire the necessary qualifications, hindering their access to desired courses.The implications of this are vast – a child or young person out of education at an early stage is more likely to face challenges catching up academically. For instance, they may have to revisit English and maths courses to qualify for their chosen field, despite possessing other skills and the ability to access these courses. This can be discouraging and reduce their enthusiasm for further education.Even before reaching this point, individuals who have experienced this may have lost trust in the education system altogether. What’s more, due to lower levels of engagement in activity outside of the home, they may have missed opportunities to develop skills that would support them to do this with confidence, for example, navigating public transport or planning their day.IMPACT ON WIDER LIFE AND EXPERIENCESIn addition to educational setbacks, school non-attendance can contribute to poorer socio-economic outcomes and may contribute to long-term mental health issues. The missed experiences of social interaction and personal growth during school years can have lasting consequences.Children and young people who cannot attend school may miss out on critical experiences that can shape their socio-economic trajectory. In some cases, the absence of these formative experiences can result in long-term mental health challenges and hinder their ability to navigate societal expectations.CHALLENGES FOR NEURODIVERGENT INDIVIDUALSConcerningly, higher numbers of neurodivergent children and young people are communicating that the traditional school environment is emotionally triggering, leading to prolonged periods of distress and ‘burnout’. The post-pandemic era has witnessed a surge in non-attendance due to anxiety, particularly among autistic individuals. Many parents and children say that the structure and demands of school are too inflexible to accommodate the unique needs of this group and express that there is inadequate outreach support once young people get to a point where they are unable to attend school.In my opinion, the resulting non-attendance is a symptom of the system’s inability to provide inclusive education and flexible support.IMPROVING EDUCATIONAL ENVIRONMENTSTo create inclusive educational environments, schools, SEN (special educational needs) providers organisations, mental health services and local authorities must commit to cultural practices that consider the needs of neurodivergent populations and be prepared to work in different ways. Inclusive practices should permeate values, policies, staff training, infrastructure and curriculum design.Best practice involves listening to voices from these communities and...]]></itunes:summary><itunes:duration>383</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episode>1</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Why haven’t Ofqual published metrics of grade reliability?</title><link>https://www.spreaker.com/episode/why-haven-t-ofqual-published-metrics-of-grade-reliability--58273521</link><description><![CDATA[On 14 December, Ofqual published their annual statistical bulletin ‘Reviews of Marking and Moderation’ for the summer 2023 exams in England. Lots of numbers. And some very interesting ones too.Like that out of 6,171,265 GCSE, AS and A level grades awarded, 303,270 grades were challenged and 66,205 were changed – of which some 62,595 were attributable to the correction of ‘marking errors’.‘Marking Errors’The total number of ‘marking errors’ must be bigger than 62,595, for not all ‘marking errors’ cause a grade to be changed. So if there are at least 62,595 ‘marking errors’ within the 303,270 grades challenged, how many ‘marking errors’ are lurking, hidden, within the 5,867,995 grades that were not challenged? And since a ‘marking error’ is a failure of the examiner to comply with the mark scheme, what does this imply about the quality control procedures of the exam boards – procedures that are supposed to catch such failures as they happen?Some further missing numbers are measures of grade reliability, analysed by level, by subject, and by exam board.Grade ReliabilityMeasures of grade reliability, however, are a (very) hot potato, as was especially evident at a hearing of the House of Lords 11-16 Year Olds Committee (whose insightful report was published on 12 December) held on 13 July, at which the principal witness was the then Schools Minister, Nick Gibb.Towards the end of the meeting, Lord Watson of Invergowrie referred to statements made by two Ofqual Chief Regulators: Dame Glenys Stacey’s that GCSE, AS and A level grades are ‘reliable to one grade either way’ (Commons Education Committee, 2 September 2020, Q1059), and Dr Jo Saxton’s that ‘I can assure … young people who will receive their grades this summer that they can be relied on’ (Lords Committee, 29 June 2023, Q135). Observing that these two statements are apparently contradictory, Lord Watson asked Nick Gibb, in essence, ‘are grades reliable to one grade either way or not?’ (that’s a paraphrase – see about 12:23:33 here).But before Nick Gibb could reply, the Division Bell rang, the meeting was adjourned, and he was asked to respond in writing.Nick Gibb duly sent a letter, dated 8 August, but there is no reference to Lord Watson’s question, let alone an answer. It is most surprising that a Minister can just ignore a question posed at a Lords Committee, and now that Mr Gibb is no longer in post, it could well be that the question will remain unanswered indefinitely.This reticence is puzzling, for the first measures of grade reliability were published on 14 November 2016, as Figure 14 in an Ofqual report, Marking Consistency Metrics.Furthermore, in a paper presented to the Ofqual Board just a few weeks later on 25 January 2017, we read:22. We are now able to routinely create marking consistency metrics for GCSEs and A levels…23. These marking studies will be informative in a number of ways. For example, we will explore which boards/units are associated with higher levels of marking consistency within the same qualifications…What are the metrics of marking consistency?If, since 2017, Ofqual can ‘routinely create’ metrics of marking consistency, and therefore grade reliability, by level, by subject and by exam board, what are they? Why aren’t they routinely published? As paragraph 23 states, these metrics are indeed ‘informative’…Yes, metrics for 14 subjects did appear as Figure 12 in a report published in November 2018, but these are aggregates, and are not analysed by level or by exam board. Why not? And despite the fact that, since January 2017, Ofqual have been ‘able to routinely create marking consistency metrics’, this report remains the sole publicly available source of measures of grade reliability for qualifications as actually awarded. Furthermore, the implications of this report are hotly disputed, implications that lie at the heart of Nick Gibb’s unanswered question.Questions about grade reliability will not go away.Are GCSE, AS and A level grades in England...]]></description><guid isPermaLink="false">mL6PNq9A</guid><pubDate>Fri, 12 Jan 2024 10:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58273521/luvkyjcvcqcoylumjeiqoxi0tzzbmfo0ukhzmph4.mp3" length="1208160" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/914b243b-0125-487b-aac3-a692c3118bc4/914b243b-0125-487b-aac3-a692c3118bc4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/914b243b-0125-487b-aac3-a692c3118bc4/914b243b-0125-487b-aac3-a692c3118bc4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/914b243b-0125-487b-aac3-a692c3118bc4/914b243b-0125-487b-aac3-a692c3118bc4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>On 14 December, Ofqual published their annual statistical bulletin ‘Reviews of Marking and Moderation’ for the summer 2023 exams in England. Lots of numbers. And some very interesting ones too.Like that out of 6,171,265 GCSE, AS and A level grades...</itunes:subtitle><itunes:summary><![CDATA[On 14 December, Ofqual published their annual statistical bulletin ‘Reviews of Marking and Moderation’ for the summer 2023 exams in England. Lots of numbers. And some very interesting ones too.Like that out of 6,171,265 GCSE, AS and A level grades awarded, 303,270 grades were challenged and 66,205 were changed – of which some 62,595 were attributable to the correction of ‘marking errors’.‘Marking Errors’The total number of ‘marking errors’ must be bigger than 62,595, for not all ‘marking errors’ cause a grade to be changed. So if there are at least 62,595 ‘marking errors’ within the 303,270 grades challenged, how many ‘marking errors’ are lurking, hidden, within the 5,867,995 grades that were not challenged? And since a ‘marking error’ is a failure of the examiner to comply with the mark scheme, what does this imply about the quality control procedures of the exam boards – procedures that are supposed to catch such failures as they happen?Some further missing numbers are measures of grade reliability, analysed by level, by subject, and by exam board.Grade ReliabilityMeasures of grade reliability, however, are a (very) hot potato, as was especially evident at a hearing of the House of Lords 11-16 Year Olds Committee (whose insightful report was published on 12 December) held on 13 July, at which the principal witness was the then Schools Minister, Nick Gibb.Towards the end of the meeting, Lord Watson of Invergowrie referred to statements made by two Ofqual Chief Regulators: Dame Glenys Stacey’s that GCSE, AS and A level grades are ‘reliable to one grade either way’ (Commons Education Committee, 2 September 2020, Q1059), and Dr Jo Saxton’s that ‘I can assure … young people who will receive their grades this summer that they can be relied on’ (Lords Committee, 29 June 2023, Q135). Observing that these two statements are apparently contradictory, Lord Watson asked Nick Gibb, in essence, ‘are grades reliable to one grade either way or not?’ (that’s a paraphrase – see about 12:23:33 here).But before Nick Gibb could reply, the Division Bell rang, the meeting was adjourned, and he was asked to respond in writing.Nick Gibb duly sent a letter, dated 8 August, but there is no reference to Lord Watson’s question, let alone an answer. It is most surprising that a Minister can just ignore a question posed at a Lords Committee, and now that Mr Gibb is no longer in post, it could well be that the question will remain unanswered indefinitely.This reticence is puzzling, for the first measures of grade reliability were published on 14 November 2016, as Figure 14 in an Ofqual report, Marking Consistency Metrics.Furthermore, in a paper presented to the Ofqual Board just a few weeks later on 25 January 2017, we read:22. We are now able to routinely create marking consistency metrics for GCSEs and A levels…23. These marking studies will be informative in a number of ways. For example, we will explore which boards/units are associated with higher levels of marking consistency within the same qualifications…What are the metrics of marking consistency?If, since 2017, Ofqual can ‘routinely create’ metrics of marking consistency, and therefore grade reliability, by level, by subject and by exam board, what are they? Why aren’t they routinely published? As paragraph 23 states, these metrics are indeed ‘informative’…Yes, metrics for 14 subjects did appear as Figure 12 in a report published in November 2018, but these are aggregates, and are not analysed by level or by exam board. Why not? And despite the fact that, since January 2017, Ofqual have been ‘able to routinely create marking consistency metrics’, this report remains the sole publicly available source of measures of grade reliability for qualifications as actually awarded. Furthermore, the implications of this report are hotly disputed, implications that lie at the heart of Nick Gibb’s unanswered question.Questions about grade reliability will not go away.Are GCSE, AS and A level grades in...]]></itunes:summary><itunes:duration>303</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Pivotal Role of Trust in Employability: Positive Human Connection is the Key to Success</title><link>https://www.spreaker.com/episode/the-pivotal-role-of-trust-in-employability-positive-human-connection-is-the-key-to-success--58272571</link><description><![CDATA[Unlocking employability success hinges on trust, a dynamic force woven through participant-adviser bonds, employer relationships and leadership. Scott Parkin FIEP, Group Chief Executive of IEP discusses how positive human connection shapes positive outcomes.The Crucial Role of Trust in Employability ServicesIn employability services around the world, the dynamics of human interaction play a crucial role, far beyond the mere exchange of skills and opportunities. At the core of this interaction lies a fundamental element: trust. Here we explore the indispensable nature of trust in employability, emphasising how the skills of an employability practitioner (adviser, consultant, leader) and the quality of empathy, shape successful employment outcomes. Building Trust: The Heart of Employability Practitioners’ SkillsTrust, in its simplest form, is the belief in the reliability, truth, capability, competence or strength of someone or something. In the context of employability, it translates to the confidence shared between a participant and their adviser. This trust is not a given; it is earned and nurtured over time through consistent, empathetic, and effective interactions. Empathy as a Cornerstone: Nurturing Successful EmployabilityThe adviser is not just a facilitator of employment opportunities; they are at the heart of building this trust. Their approach, understanding, and skills in managing relationships determine the effectiveness of their role. Those who exhibit genuine empathy, active listening, and a non-judgmental attitude are more likely to gain the trust of their participants. Empathy is the ability to understand and share the feelings of another. In employability, it’s a critical skill for advisers. It allows them to comprehend the challenges, fears, and aspirations of their participants, fostering a supportive and encouraging environment. When participants feel understood and that they are in a ‘safe’ environment, they are more open to sharing personal information crucial for identifying barriers to employment and devising effective strategies to overcome them. Trust Beyond Participants: Fostering Employer RelationshipsTrust is the bedrock upon which successful employer relationships are built. It’s a two-way street; both the participant and the adviser need to feel confident in each other’s abilities and intentions. When trust is established, participants feel safe to be vulnerable, share their challenges, and actively engage in the process of seeking employment. A participant’s willingness to be vulnerable is pivotal in employability. Vulnerability allows them to disclose personal information and barriers that might be hindering their employment prospects. This openness is only possible in an environment where trust is prevalent. An adviser skilled in building trust can effectively encourage this level of openness. When trust is established, the likelihood of positive employment outcomes increases significantly. Participants are more receptive to advice, more engaged in the process, and more committed to the action plans developed with their advisers. Trust also enables advisers to tailor their support to the specific needs and circumstances of each participant, leading to more effective and sustainable employment solutions. The concept of trust extends beyond the participant-adviser relationship to encompass employer solutions. Building trust with employers is equally crucial. Employers seek advisers they can rely on to understand their needs and provide candidates who not only meet the job requirements but also fit their company culture. Advisers must demonstrate a deep understanding of the employer’s industry, challenges, and needs. By presenting tailored solutions and suitable candidates, advisers earn the trust of employers, fostering long-term relationships and ongoing collaboration. This form of relationship is critical and moves beyond the simple employer engagement concept of sales to a truly collaborative...]]></description><guid isPermaLink="false">DLV1lVzb</guid><pubDate>Fri, 12 Jan 2024 08:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58272571/lukjaedgm0gbahtytcpusdc2ixkrisciqmpvmoo9.mp3" length="1335456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b008e617-c136-411b-a48d-ed688ac55bc5/b008e617-c136-411b-a48d-ed688ac55bc5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b008e617-c136-411b-a48d-ed688ac55bc5/b008e617-c136-411b-a48d-ed688ac55bc5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b008e617-c136-411b-a48d-ed688ac55bc5/b008e617-c136-411b-a48d-ed688ac55bc5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Unlocking employability success hinges on trust, a dynamic force woven through participant-adviser bonds, employer relationships and leadership. Scott Parkin FIEP, Group Chief Executive of IEP discusses how positive human connection shapes positive...</itunes:subtitle><itunes:summary><![CDATA[Unlocking employability success hinges on trust, a dynamic force woven through participant-adviser bonds, employer relationships and leadership. Scott Parkin FIEP, Group Chief Executive of IEP discusses how positive human connection shapes positive outcomes.The Crucial Role of Trust in Employability ServicesIn employability services around the world, the dynamics of human interaction play a crucial role, far beyond the mere exchange of skills and opportunities. At the core of this interaction lies a fundamental element: trust. Here we explore the indispensable nature of trust in employability, emphasising how the skills of an employability practitioner (adviser, consultant, leader) and the quality of empathy, shape successful employment outcomes. Building Trust: The Heart of Employability Practitioners’ SkillsTrust, in its simplest form, is the belief in the reliability, truth, capability, competence or strength of someone or something. In the context of employability, it translates to the confidence shared between a participant and their adviser. This trust is not a given; it is earned and nurtured over time through consistent, empathetic, and effective interactions. Empathy as a Cornerstone: Nurturing Successful EmployabilityThe adviser is not just a facilitator of employment opportunities; they are at the heart of building this trust. Their approach, understanding, and skills in managing relationships determine the effectiveness of their role. Those who exhibit genuine empathy, active listening, and a non-judgmental attitude are more likely to gain the trust of their participants. Empathy is the ability to understand and share the feelings of another. In employability, it’s a critical skill for advisers. It allows them to comprehend the challenges, fears, and aspirations of their participants, fostering a supportive and encouraging environment. When participants feel understood and that they are in a ‘safe’ environment, they are more open to sharing personal information crucial for identifying barriers to employment and devising effective strategies to overcome them. Trust Beyond Participants: Fostering Employer RelationshipsTrust is the bedrock upon which successful employer relationships are built. It’s a two-way street; both the participant and the adviser need to feel confident in each other’s abilities and intentions. When trust is established, participants feel safe to be vulnerable, share their challenges, and actively engage in the process of seeking employment. A participant’s willingness to be vulnerable is pivotal in employability. Vulnerability allows them to disclose personal information and barriers that might be hindering their employment prospects. This openness is only possible in an environment where trust is prevalent. An adviser skilled in building trust can effectively encourage this level of openness. When trust is established, the likelihood of positive employment outcomes increases significantly. Participants are more receptive to advice, more engaged in the process, and more committed to the action plans developed with their advisers. Trust also enables advisers to tailor their support to the specific needs and circumstances of each participant, leading to more effective and sustainable employment solutions. The concept of trust extends beyond the participant-adviser relationship to encompass employer solutions. Building trust with employers is equally crucial. Employers seek advisers they can rely on to understand their needs and provide candidates who not only meet the job requirements but also fit their company culture. Advisers must demonstrate a deep understanding of the employer’s industry, challenges, and needs. By presenting tailored solutions and suitable candidates, advisers earn the trust of employers, fostering long-term relationships and ongoing collaboration. This form of relationship is critical and moves beyond the simple employer engagement concept of sales to a truly...]]></itunes:summary><itunes:duration>334</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>What does a General Election year mean for FE and skills?</title><link>https://www.spreaker.com/episode/what-does-a-general-election-year-mean-for-fe-and-skills--58262043</link><description><![CDATA[With the opinion polls indicating a return to power for the Labour Party – in what is an expected general election year – the skills policy analyst, Prof. Tom Bewick, makes some predictions about what the main party manifestos are likely to offer to a beleaguered FE and skills sector, that is short on cash and high on hope.In 1996, Peter Mandelson and Roger Liddle published a book called, ‘The Blair Revolution: Can New Labour deliver?’.At the time, the musings of these two close confidants of the Labour leader were seen as a comprehensive blueprint for what the party would do if it won the upcoming general election, held 1st May 1997.Of course, we all know what happened next. But re-reading the book three decades on from Labour’s famous landslide victory, the narrative is remarkably similar on FE and skills, with perhaps one major exception. On page 89 discussing ‘opportunity and investment in skill’, the authors lament at what was typically the view towards training of the then ‘left-wing chattering classes.’‘Next time I hear the Labour Party talking about training, I’m going to scream’, which Mandelson and Liddle said was the kind of comment a modernising Britain could well do without.Back to the futureFast forward to 2024, and you could say that talk about skills and how to improve productivity through investment in training is now taken up by nearly all the chattering classes, including the mainstream media.As the next general election draws near, the link between skills and migration policy will perhaps never be so hotly contested between the main parties as the upcoming contest between Sunak and Starmer, as they battle it out for the position of the UK’s 58th Prime Minister.  Because the most depressing aspect of the New Labour blueprint, analysing it nearly 30 years on, is just how little progress – measured in objective economic terms – that skills policy has had on correcting many of the historical imbalances cited by commentators going back decades.In the 1990s, we were trapped in a ‘low-wage, low-skills equilibrium’, yet, today, the position is not so different.For example, read these selective quotes, from the 1996 book:‘Concern has long been expressed about the poor level of understanding mathematical concepts among UK trainees.’‘The absence of a proper structure of technical qualifications and certified training has been a particularly long-standing complaint.’‘Further education colleges have been given the incentive to attract as many students and lay on as many courses as possible, without paying too much attention to quality, drop-out rates and inspection.’‘British business has regarded money spent on training as a cost rather than an investment.’What goes around comes around, as the old saying goes. And every single one of these quotes could be applied to the current FE and skills debate.Part of the rationale for introducing the new Advanced British Standard (ABS) is to boost maths attainment up to 18, as well as to find a more integrated, mix and match approaches, in the upper secondary curriculum, for both A levels and T levels in future.Despite hyper-active reforms of further education over three decades, colleges and independent providers still face similar complaints that securing ‘bums on seats’ have often trumped any concerted attempts to chime with national or local industrial strategies.Depressingly, the sector probably stands just as accused of not being equipped to meet the country’s economic skills needs, just as it did in 1997. Critics point to the fact the skills shortage occupation list held by the Home Office has hardly changed in years.Meanwhile, employers bemoan the skills gaps they face, while investing about half in workforce training as their counterparts in Europe.Overall, it’s become a vicious cycle.UK skills and productivity gapLast summer, I wrote extensively about the UK skills and productivity gap in a report, ‘Running to Stand Still.’ It was a clarion call for a shift away from the...]]></description><guid isPermaLink="false">VLeWGp9G</guid><pubDate>Thu, 11 Jan 2024 08:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58262043/qhx2mbnbaqkqztgr8olyk9sy6apermvubhuxsprb.mp3" length="8793072" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792dde83-1561-440f-948b-ba68cdf0b420/792dde83-1561-440f-948b-ba68cdf0b420.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792dde83-1561-440f-948b-ba68cdf0b420/792dde83-1561-440f-948b-ba68cdf0b420.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792dde83-1561-440f-948b-ba68cdf0b420/792dde83-1561-440f-948b-ba68cdf0b420.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With the opinion polls indicating a return to power for the Labour Party – in what is an expected general election year – the skills policy analyst, Prof. Tom Bewick, makes some predictions about what the main party manifestos are likely to offer to a...</itunes:subtitle><itunes:summary><![CDATA[With the opinion polls indicating a return to power for the Labour Party – in what is an expected general election year – the skills policy analyst, Prof. Tom Bewick, makes some predictions about what the main party manifestos are likely to offer to a beleaguered FE and skills sector, that is short on cash and high on hope.In 1996, Peter Mandelson and Roger Liddle published a book called, ‘The Blair Revolution: Can New Labour deliver?’.At the time, the musings of these two close confidants of the Labour leader were seen as a comprehensive blueprint for what the party would do if it won the upcoming general election, held 1st May 1997.Of course, we all know what happened next. But re-reading the book three decades on from Labour’s famous landslide victory, the narrative is remarkably similar on FE and skills, with perhaps one major exception. On page 89 discussing ‘opportunity and investment in skill’, the authors lament at what was typically the view towards training of the then ‘left-wing chattering classes.’‘Next time I hear the Labour Party talking about training, I’m going to scream’, which Mandelson and Liddle said was the kind of comment a modernising Britain could well do without.Back to the futureFast forward to 2024, and you could say that talk about skills and how to improve productivity through investment in training is now taken up by nearly all the chattering classes, including the mainstream media.As the next general election draws near, the link between skills and migration policy will perhaps never be so hotly contested between the main parties as the upcoming contest between Sunak and Starmer, as they battle it out for the position of the UK’s 58th Prime Minister.  Because the most depressing aspect of the New Labour blueprint, analysing it nearly 30 years on, is just how little progress – measured in objective economic terms – that skills policy has had on correcting many of the historical imbalances cited by commentators going back decades.In the 1990s, we were trapped in a ‘low-wage, low-skills equilibrium’, yet, today, the position is not so different.For example, read these selective quotes, from the 1996 book:‘Concern has long been expressed about the poor level of understanding mathematical concepts among UK trainees.’‘The absence of a proper structure of technical qualifications and certified training has been a particularly long-standing complaint.’‘Further education colleges have been given the incentive to attract as many students and lay on as many courses as possible, without paying too much attention to quality, drop-out rates and inspection.’‘British business has regarded money spent on training as a cost rather than an investment.’What goes around comes around, as the old saying goes. And every single one of these quotes could be applied to the current FE and skills debate.Part of the rationale for introducing the new Advanced British Standard (ABS) is to boost maths attainment up to 18, as well as to find a more integrated, mix and match approaches, in the upper secondary curriculum, for both A levels and T levels in future.Despite hyper-active reforms of further education over three decades, colleges and independent providers still face similar complaints that securing ‘bums on seats’ have often trumped any concerted attempts to chime with national or local industrial strategies.Depressingly, the sector probably stands just as accused of not being equipped to meet the country’s economic skills needs, just as it did in 1997. Critics point to the fact the skills shortage occupation list held by the Home Office has hardly changed in years.Meanwhile, employers bemoan the skills gaps they face, while investing about half in workforce training as their counterparts in Europe.Overall, it’s become a vicious cycle.UK skills and productivity gapLast summer, I wrote extensively about the UK skills and productivity gap in a report, ‘Running to Stand Still.’ It was a clarion call for a shift away from...]]></itunes:summary><itunes:duration>1466</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Tomorrows Leadership Today – The A.I. Playbook!</title><link>https://www.spreaker.com/episode/tomorrows-leadership-today-the-a-i-playbook--58250122</link><description><![CDATA[Artificial Intelligence is set to change things beyond recognition. The illiterate of the future will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn. Today’s leaders need to evolve to become “icons for tomorrow”, and a simple acronym DIPOCA could provide the answer.“The purpose of leadership is to create more leaders.” – John MaxwellHow does this quote sit with today’s VUCA world? Does it chime with our modern stochastic environment. The current context and challenges faced, both in the workplace and elsewhere.I would go further and say as leaders now we should also be “icons for tomorrow”, earning followers through our enduring and unwavering display of care for those we lead – And with a laser focus on wellbeing and welldoing, our leadership must embody qualities such as compassion and discernment which are imparted in a way that manifests a shared humanity.Because these are absolute givens that lock-in goodwill and motivate and enable the people we serve with our leadership to stay ahead of the curve. So, we can all anticipate, flex, and adapt to the myriad challenges and changes coming down the pike in the next few years with A.I.For example, with ChatGTP and Generative Artificial Intelligence (A.I.), Brain and A.I. hook-ups, Machine Learning and LLMs (Large Language Models) all requiring huge amounts of data and massive amounts of our brain power.With all this it would be foolish to lose sight of who we are and how we can differentiate ourselves by what we do at work and at home, because if that happens how will we capitalise on our unique currency as emoting, sentient and sense making human beings?Change Is Always Priced InIn the Autumn of 2023, UK Prime Minister Rishi Sunak convened an A.I. Safety Summit, at Bletchley Park, England.And what caught my eye was the predictionmade by Elon Musk which went unchallenged in a room full of world experts in Artificial Intelligence. This was that the capacity of A.I. would grow by another magnitude in the next 12 months, and to put that in context that would mean if acceleration on this scale continued we would see:A hundred-fold increase in capacity by 2026.A thousand-fold increase by 2027, &amp;A trillion-fold by 2038.It’s not then a case of if, or even when, but how soon will A.I. vastly exceed human intelligence, and whatever now comes it isn’t going to be what we’ve always had, and it certainly won’t be what we’ve always got.We are now on the precipice of exponential technological advancement and as Stephen Spielberg once said, “Technology can be our best friend, technology can also be the biggest party pooper of our lives.”And all this at a time when following a global pandemic, there has been a seismic shift in civic values and behaviours, the rise of a toxic social media culture that has many in its thrall, political tensions, economic pain, climate concerns and war.We are no longer living in Kansas; we are now living in the Novascene!There are already over 50 billion connected devices, for a population of just over eight billion.For some time now we have all seen and benefited from how things have got smarter, as the evolution and reach of technology has accelerated in all areas of our lives.The crude word-processing programmes, browsers, and games of our 1990’s desktops, have become 14th generation smart phones, and pocket-size virtual assistant technology like Alexa and Siri.Our individual smartphones and fridges today have more computing power than NASA used in the 1960’s to launch and land its first generation of moon rockets, and they were then operating at the very frontiers of known science.This is the ingenuity of humankind writ large, and there is a powerful, pent-up desire for change which in its wake drives not only more change but increased uncertainty, anxiety, complexity, and feelings of powerlessness, and hopelessness.And the easy answers trap would be to believe that some things are not just unpredictable they are u...]]></description><guid isPermaLink="false">7907aJxE</guid><pubDate>Wed, 10 Jan 2024 10:20:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58250122/keqb0ne68mtnvco7oxsrjfxkoovk6blqmhxb3hg3.mp3" length="5568192" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/046dcf72-c9d5-4f78-ac5d-d02f65af161a/046dcf72-c9d5-4f78-ac5d-d02f65af161a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/046dcf72-c9d5-4f78-ac5d-d02f65af161a/046dcf72-c9d5-4f78-ac5d-d02f65af161a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/046dcf72-c9d5-4f78-ac5d-d02f65af161a/046dcf72-c9d5-4f78-ac5d-d02f65af161a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Artificial Intelligence is set to change things beyond recognition. The illiterate of the future will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn. Today’s leaders need to evolve to become “icons for...</itunes:subtitle><itunes:summary><![CDATA[Artificial Intelligence is set to change things beyond recognition. The illiterate of the future will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn. Today’s leaders need to evolve to become “icons for tomorrow”, and a simple acronym DIPOCA could provide the answer.“The purpose of leadership is to create more leaders.” – John MaxwellHow does this quote sit with today’s VUCA world? Does it chime with our modern stochastic environment. The current context and challenges faced, both in the workplace and elsewhere.I would go further and say as leaders now we should also be “icons for tomorrow”, earning followers through our enduring and unwavering display of care for those we lead – And with a laser focus on wellbeing and welldoing, our leadership must embody qualities such as compassion and discernment which are imparted in a way that manifests a shared humanity.Because these are absolute givens that lock-in goodwill and motivate and enable the people we serve with our leadership to stay ahead of the curve. So, we can all anticipate, flex, and adapt to the myriad challenges and changes coming down the pike in the next few years with A.I.For example, with ChatGTP and Generative Artificial Intelligence (A.I.), Brain and A.I. hook-ups, Machine Learning and LLMs (Large Language Models) all requiring huge amounts of data and massive amounts of our brain power.With all this it would be foolish to lose sight of who we are and how we can differentiate ourselves by what we do at work and at home, because if that happens how will we capitalise on our unique currency as emoting, sentient and sense making human beings?Change Is Always Priced InIn the Autumn of 2023, UK Prime Minister Rishi Sunak convened an A.I. Safety Summit, at Bletchley Park, England.And what caught my eye was the predictionmade by Elon Musk which went unchallenged in a room full of world experts in Artificial Intelligence. This was that the capacity of A.I. would grow by another magnitude in the next 12 months, and to put that in context that would mean if acceleration on this scale continued we would see:A hundred-fold increase in capacity by 2026.A thousand-fold increase by 2027, &amp;A trillion-fold by 2038.It’s not then a case of if, or even when, but how soon will A.I. vastly exceed human intelligence, and whatever now comes it isn’t going to be what we’ve always had, and it certainly won’t be what we’ve always got.We are now on the precipice of exponential technological advancement and as Stephen Spielberg once said, “Technology can be our best friend, technology can also be the biggest party pooper of our lives.”And all this at a time when following a global pandemic, there has been a seismic shift in civic values and behaviours, the rise of a toxic social media culture that has many in its thrall, political tensions, economic pain, climate concerns and war.We are no longer living in Kansas; we are now living in the Novascene!There are already over 50 billion connected devices, for a population of just over eight billion.For some time now we have all seen and benefited from how things have got smarter, as the evolution and reach of technology has accelerated in all areas of our lives.The crude word-processing programmes, browsers, and games of our 1990’s desktops, have become 14th generation smart phones, and pocket-size virtual assistant technology like Alexa and Siri.Our individual smartphones and fridges today have more computing power than NASA used in the 1960’s to launch and land its first generation of moon rockets, and they were then operating at the very frontiers of known science.This is the ingenuity of humankind writ large, and there is a powerful, pent-up desire for change which in its wake drives not only more change but increased uncertainty, anxiety, complexity, and feelings of powerlessness, and hopelessness.And the easy answers trap would be to believe that some things are not just unpredictable they...]]></itunes:summary><itunes:duration>929</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Getting collective bargaining right for Scotland’s colleges</title><link>https://www.spreaker.com/episode/getting-collective-bargaining-right-for-scotland-s-colleges--58249770</link><description><![CDATA[With colleges mired in industrial action for the seventh time since 2015, Gavin Donoghue, Director of College Employers Scotland, examines possible reforms that could break the cycle of strikes and strengthen national collective bargainingGroundhog Day for Scotland’s collegesIt is the beginning of a new year – traditionally a time for personal reflection, change, and a fresh start.Scotland’s colleges could certainly use a fresh start in their relationship with trade unions. Sadly, the opening weeks of 2024 have something of a Groundhog Day feel, as institutions brace for yet more strikes amid the seventh round of industrial action since collective bargaining began in 2015.  Collective national bargaining, with the National Joint Negotiating Committee (NJNC) at its heart, has the goal of jointly agreeing issues such as pay and terms and conditions of employment in Scotland’s colleges, in partnership with the trade unions. It must also serve the diverse needs of the entire college workforce, including lecturers and thousands of support staff in areas such as IT, library services, administration, and estates management.Accordingly, the NJNC has a Central Committee, which deals with matters affecting all employees, and two side tables for issues specific to lecturers or support staff. However, it has been clear for some time that the arrangement is not functioning as it should, with lengthy talks failing to resolve long-standing issues around pay and conditions.The latest chapter of industrial action began in May last year, when college lecturers who are in the EIS-FELA union began action short of strike (ASOS), including a highly disruptive boycott on entering student results. Then, at the start of the current academic year, they joined with support staff colleagues who are members of UNISON and Unite to launch national and localised strikes, while the resulting boycott also continued.More industrial action on the way?Another wave of industrial action seems to be on the cards. UNISON has already secured a renewed, six-month strike mandate after 48% of its members – equating to around one fifth of the overall FTE support staff workforce–- voted for further strike action. The EIS-FELA is also balloting for an extended mandate to continue with strikes, ASOS, and a results boycott from February onwards.Throughout recent discussions, colleges have shown flexibility and creativity in their efforts to secure a pay agreement. Against a backdrop of real-terms public spending cuts, College Employers Scotland (CES), which represents colleges as employers, has moved repeatedly to improve the pay proposals put to trade unions. It is currently offering the EIS-FELA and support staff unions (UNISON, Unite and GMB) a consolidated £5,000 pay rise for all college staff over three academic years.If accepted, this full and final offer would mean an 11.5% average pay rise from September for Scotland’s college lecturers – already the best-paid in the UK – and just over 14% for lecturers at the start of the national pay scale. Support staff would receive an even greater pay increase of nearly 16%, with those earning less than £25,000 enjoying a 21.5% boost. However, the EIS-FELA, UNISON and Unite have so far refused the employers’ request to take the offer formally to their members for consideration.At the centre of the impasse are students. There was huge upheaval in their education at the start of the decade, as Covid-related lockdowns transformed the delivery of teaching and learning. Now they face further, prolonged disruption due to industrial action. All this has sparked a growing feeling that the process for deciding pay and conditions at Scotland’s colleges needs significant reform – and quickly.Ideas for reformFortunately, there is lots of analysis of where the existing set-up could be improved, with no fewer than three Lessons Learned exercises carried out since 2017. The Scottish Parliament’s Education, Children and Young People Committee al...]]></description><guid isPermaLink="false">Zxn5aBLj</guid><pubDate>Wed, 10 Jan 2024 08:46:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58249770/enrr7vxhezatmrrtkf9qwfkxtemujg9exp6ejkk7.mp3" length="1982400" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d/79fe05d0-4ef9-48c0-8ec0-cf8980b4596d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With colleges mired in industrial action for the seventh time since 2015, Gavin Donoghue, Director of College Employers Scotland, examines possible reforms that could break the cycle of strikes and strengthen national collective bargainingGroundhog...</itunes:subtitle><itunes:summary><![CDATA[With colleges mired in industrial action for the seventh time since 2015, Gavin Donoghue, Director of College Employers Scotland, examines possible reforms that could break the cycle of strikes and strengthen national collective bargainingGroundhog Day for Scotland’s collegesIt is the beginning of a new year – traditionally a time for personal reflection, change, and a fresh start.Scotland’s colleges could certainly use a fresh start in their relationship with trade unions. Sadly, the opening weeks of 2024 have something of a Groundhog Day feel, as institutions brace for yet more strikes amid the seventh round of industrial action since collective bargaining began in 2015.  Collective national bargaining, with the National Joint Negotiating Committee (NJNC) at its heart, has the goal of jointly agreeing issues such as pay and terms and conditions of employment in Scotland’s colleges, in partnership with the trade unions. It must also serve the diverse needs of the entire college workforce, including lecturers and thousands of support staff in areas such as IT, library services, administration, and estates management.Accordingly, the NJNC has a Central Committee, which deals with matters affecting all employees, and two side tables for issues specific to lecturers or support staff. However, it has been clear for some time that the arrangement is not functioning as it should, with lengthy talks failing to resolve long-standing issues around pay and conditions.The latest chapter of industrial action began in May last year, when college lecturers who are in the EIS-FELA union began action short of strike (ASOS), including a highly disruptive boycott on entering student results. Then, at the start of the current academic year, they joined with support staff colleagues who are members of UNISON and Unite to launch national and localised strikes, while the resulting boycott also continued.More industrial action on the way?Another wave of industrial action seems to be on the cards. UNISON has already secured a renewed, six-month strike mandate after 48% of its members – equating to around one fifth of the overall FTE support staff workforce–- voted for further strike action. The EIS-FELA is also balloting for an extended mandate to continue with strikes, ASOS, and a results boycott from February onwards.Throughout recent discussions, colleges have shown flexibility and creativity in their efforts to secure a pay agreement. Against a backdrop of real-terms public spending cuts, College Employers Scotland (CES), which represents colleges as employers, has moved repeatedly to improve the pay proposals put to trade unions. It is currently offering the EIS-FELA and support staff unions (UNISON, Unite and GMB) a consolidated £5,000 pay rise for all college staff over three academic years.If accepted, this full and final offer would mean an 11.5% average pay rise from September for Scotland’s college lecturers – already the best-paid in the UK – and just over 14% for lecturers at the start of the national pay scale. Support staff would receive an even greater pay increase of nearly 16%, with those earning less than £25,000 enjoying a 21.5% boost. However, the EIS-FELA, UNISON and Unite have so far refused the employers’ request to take the offer formally to their members for consideration.At the centre of the impasse are students. There was huge upheaval in their education at the start of the decade, as Covid-related lockdowns transformed the delivery of teaching and learning. Now they face further, prolonged disruption due to industrial action. All this has sparked a growing feeling that the process for deciding pay and conditions at Scotland’s colleges needs significant reform – and quickly.Ideas for reformFortunately, there is lots of analysis of where the existing set-up could be improved, with no fewer than three Lessons Learned exercises carried out since 2017. The Scottish Parliament’s Education, Children and Young People...]]></itunes:summary><itunes:duration>496</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Can teaching students life-long skills prepare them for the digitalised world beyond the classroom?</title><link>https://www.spreaker.com/episode/can-teaching-students-life-long-skills-prepare-them-for-the-digitalised-world-beyond-the-classroom--58238049</link><description><![CDATA[As the conversation about the fourth industrial revolution increases and concerns over technology taking over jobs continue, teaching strategies must evolve to prepare children for an increasingly digital world beyond the classroom. This is where life-long skills are becoming vital for students; now is the time to consider the skills that are essential for students to adapt and thrive in ever-evolving work environments. The viewpoint goes on to discuss how teaching life-long skills could be the answer to future-proofing children’s education.Technological developments continue to evolve and advance the futureproofing of children’s education. With this, however, comes uncertainty regarding potential risks, such as the suggested threat of AI taking over some jobs. This risk has led to a growing need to learn how to adapt to the growing digital era and understand the surrounding complexities.With the rapid development and evolution of workplaces and organisational structures, it is essential to focus on developing life-long skills to prepare children for an increasingly digital world beyond the classroom. Many educational institutions focus greatly on building a curriculum that is industry-specific and does not necessarily provide the knowledge and skills needed for the future. As career landscapes constantly develop and change, it forces students to reskill and upskill in order to work and develop in tandem. The conversation surrounding the fourth industrial revolution is increasing, highlighting the need for teaching strategies to develop in order to prepare children for the future. By teaching students life-long skills, allows students to become adaptable and enables them to thrive in environments beyond school, settings that require a body of values, knowledge and capabilities – are essential in adapting to complex global workplaces.It goes without saying that teachers are already incorporating digital skills into their daily curriculum, and such skills must be emphasised. In recent times, students have adapted to new ways of working, becoming accustomed to remote and digital learning. However, some students have become less familiar with remote working. As a result, it is necessary to reintroduce such skills and behaviours to give students the best chances of achieving academic success.Future-proofing children’s education by teaching them life-long skills.Future-proofing students are crucial, and education is a key component to achieving this – especially amongst universities where students are one step closer to entering their working life. Yet to prepare for the breadth of jobs students will eventually choose from, it is essential to acquire skills that coincide with new technologies at an early age, rather than avoid them overall. To put things into perspective, the World Economic Forum states that 65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist. Whilst many people fear that the next industrial revolution will bring career uncertainty and new demands, there are ways in which students can develop the skills needed to become resilient in future complex landscapes.The Understanding Current and Future Skills Needs Policy Report states that in the future the demand for manual, physical and cognitive skills will decline. Importance will be placed on technological, social, and emotional skills – meaning that communication, digital, data, and people talents will become part of the necessary skillset needed for jobs, and many will require reskilling.How students’ skills and behaviours have been affected by COVID-19Adapting to new ways of communicating is nothing new, especially in the world of work. In recent times, students have had to adapt to a way of learning that has become remote and distanced from the usual face-to-face interaction. The consequence of this is that for many students, the increase of remote interaction has led to a decrease in social...]]></description><guid isPermaLink="false">2L8OZgz6</guid><pubDate>Tue, 09 Jan 2024 08:52:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58238049/ulmekkvvttpdkrlkfdz9qgaqegjjafbwutuf8pcf.mp3" length="1343424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0aaab6fa-20a8-4a0b-8b14-47ba7a901970/0aaab6fa-20a8-4a0b-8b14-47ba7a901970.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0aaab6fa-20a8-4a0b-8b14-47ba7a901970/0aaab6fa-20a8-4a0b-8b14-47ba7a901970.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0aaab6fa-20a8-4a0b-8b14-47ba7a901970/0aaab6fa-20a8-4a0b-8b14-47ba7a901970.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>As the conversation about the fourth industrial revolution increases and concerns over technology taking over jobs continue, teaching strategies must evolve to prepare children for an increasingly digital world beyond the classroom. This is where...</itunes:subtitle><itunes:summary><![CDATA[As the conversation about the fourth industrial revolution increases and concerns over technology taking over jobs continue, teaching strategies must evolve to prepare children for an increasingly digital world beyond the classroom. This is where life-long skills are becoming vital for students; now is the time to consider the skills that are essential for students to adapt and thrive in ever-evolving work environments. The viewpoint goes on to discuss how teaching life-long skills could be the answer to future-proofing children’s education.Technological developments continue to evolve and advance the futureproofing of children’s education. With this, however, comes uncertainty regarding potential risks, such as the suggested threat of AI taking over some jobs. This risk has led to a growing need to learn how to adapt to the growing digital era and understand the surrounding complexities.With the rapid development and evolution of workplaces and organisational structures, it is essential to focus on developing life-long skills to prepare children for an increasingly digital world beyond the classroom. Many educational institutions focus greatly on building a curriculum that is industry-specific and does not necessarily provide the knowledge and skills needed for the future. As career landscapes constantly develop and change, it forces students to reskill and upskill in order to work and develop in tandem. The conversation surrounding the fourth industrial revolution is increasing, highlighting the need for teaching strategies to develop in order to prepare children for the future. By teaching students life-long skills, allows students to become adaptable and enables them to thrive in environments beyond school, settings that require a body of values, knowledge and capabilities – are essential in adapting to complex global workplaces.It goes without saying that teachers are already incorporating digital skills into their daily curriculum, and such skills must be emphasised. In recent times, students have adapted to new ways of working, becoming accustomed to remote and digital learning. However, some students have become less familiar with remote working. As a result, it is necessary to reintroduce such skills and behaviours to give students the best chances of achieving academic success.Future-proofing children’s education by teaching them life-long skills.Future-proofing students are crucial, and education is a key component to achieving this – especially amongst universities where students are one step closer to entering their working life. Yet to prepare for the breadth of jobs students will eventually choose from, it is essential to acquire skills that coincide with new technologies at an early age, rather than avoid them overall. To put things into perspective, the World Economic Forum states that 65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist. Whilst many people fear that the next industrial revolution will bring career uncertainty and new demands, there are ways in which students can develop the skills needed to become resilient in future complex landscapes.The Understanding Current and Future Skills Needs Policy Report states that in the future the demand for manual, physical and cognitive skills will decline. Importance will be placed on technological, social, and emotional skills – meaning that communication, digital, data, and people talents will become part of the necessary skillset needed for jobs, and many will require reskilling.How students’ skills and behaviours have been affected by COVID-19Adapting to new ways of communicating is nothing new, especially in the world of work. In recent times, students have had to adapt to a way of learning that has become remote and distanced from the usual face-to-face interaction. The consequence of this is that for many students, the increase of remote interaction has led to a decrease in...]]></itunes:summary><itunes:duration>336</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>People productivity how to build highly effective teams in the workplace</title><link>https://www.spreaker.com/episode/people-productivity-how-to-build-highly-effective-teams-in-the-workplace--58230669</link><description><![CDATA[The modern workplace has changed. Over recent years businesses have been forced to adapt to substantial changes in how they operate, and in doing so, have naturally become more agile. But in tandem, employees’ expectations have increased. We know happy staff are more productive but what is the best way to build a highly effective team?In this article, Jane Knight, Founder of Successful Mums Career Academy explores key strategies to nurture productivity, enhance motivation, and encourage staff retention within FE organisations.The importance of cultivating highly productive teams cannot be underestimated. After all, collaboration and innovation are vital in our sector to stay on the front foot and be able to adapt to changing trends, as well as react to the needs of employers and businesses. Highly motivated and engaged teams make things happen. From an employer perspective, those motivation levels also have a huge impact on staff retention. So, it’s win win. But how do we maximise that effectiveness?The foundation of a highly productive team lies in a positive work culture. It is up to us as FE businesses to create an environment where employees feel valued, supported, and empowered.You can’t play down the importance of open communication and recognising achievements to support a sense of belonging. When individuals feel connected to their work and colleagues, they are more likely to be motivated, engaged, and committed to the organisation.With the landscape of further education rapidly evolving, continuous learning is not only beneficial but necessary. 87% of employees say professional development opportunities would help increase their job satisfaction[i]. At Successful Mums CPD is embedded in the business culture, and quite literally every day is a school day. By providing opportunities for professional development, it not only enhances the skills and knowledge of employees but also demonstrates a commitment to their personal growth. This investment in staff development can lead to increased job satisfaction and motivation, plus employees feel valued and equipped to contribute meaningfully to the organisation.It’s all a balancing actWhile the need to maintain a good work-life balance is an obvious one, in an era where burnout is a growing concern, wellbeing has quite rightly risen to the top of the agenda. For women returners especially, being able to manage the ‘mum juggle’ is vital to ensure a smooth transition back to work.And it is not difficult for to employers to support this. Flexible work arrangements, wellness training and programmes, and initiatives that support mental health can contribute to a workforce that is not only highly productive but also content and loyal. Staff forums; regular meetings; appraisals and feedback sessions all provide a brilliant outlet for listening to staff on how their work-life balance can be improved, the key is acting on it and demonstrating yourself as an empathetic employer.We know flexible working is high on the employee wish list. According to the CIPD, when thinking about a new job 71% of employees now say being able to have a flexible working pattern is important. But you need to consider how to introduce this and the impact on your organisation. Flexible working isn’t a full-time job Monday to Friday with one day from home, flexibility means much more than that. At Successful Mums it is being able to prioritise family needs and being a ‘present parent’ who can be at sports day and the school nativity. It’s finding a flex that works for employees and employers alike. As a business you want to encourage a positive approach to working hours, but it needs to be in the context of your organisation so look at how you can make small changes over time.And the starting point should always be your team. Speak to them to find out what they would value or need. Then consideration the practicalities. For example, do the proposed work patterns ensure there is always a safeguarding point of...]]></description><guid isPermaLink="false">5L3kGmL2</guid><pubDate>Mon, 08 Jan 2024 01:30:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58230669/uxaucfevojgbmvbb0pn6vyisexar8ehlt3hoofqq.mp3" length="1644384" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3cdeda7f-9d02-4331-8565-1e11277b233b/3cdeda7f-9d02-4331-8565-1e11277b233b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3cdeda7f-9d02-4331-8565-1e11277b233b/3cdeda7f-9d02-4331-8565-1e11277b233b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3cdeda7f-9d02-4331-8565-1e11277b233b/3cdeda7f-9d02-4331-8565-1e11277b233b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The modern workplace has changed. Over recent years businesses have been forced to adapt to substantial changes in how they operate, and in doing so, have naturally become more agile. But in tandem, employees’ expectations have increased. We know...</itunes:subtitle><itunes:summary><![CDATA[The modern workplace has changed. Over recent years businesses have been forced to adapt to substantial changes in how they operate, and in doing so, have naturally become more agile. But in tandem, employees’ expectations have increased. We know happy staff are more productive but what is the best way to build a highly effective team?In this article, Jane Knight, Founder of Successful Mums Career Academy explores key strategies to nurture productivity, enhance motivation, and encourage staff retention within FE organisations.The importance of cultivating highly productive teams cannot be underestimated. After all, collaboration and innovation are vital in our sector to stay on the front foot and be able to adapt to changing trends, as well as react to the needs of employers and businesses. Highly motivated and engaged teams make things happen. From an employer perspective, those motivation levels also have a huge impact on staff retention. So, it’s win win. But how do we maximise that effectiveness?The foundation of a highly productive team lies in a positive work culture. It is up to us as FE businesses to create an environment where employees feel valued, supported, and empowered.You can’t play down the importance of open communication and recognising achievements to support a sense of belonging. When individuals feel connected to their work and colleagues, they are more likely to be motivated, engaged, and committed to the organisation.With the landscape of further education rapidly evolving, continuous learning is not only beneficial but necessary. 87% of employees say professional development opportunities would help increase their job satisfaction[i]. At Successful Mums CPD is embedded in the business culture, and quite literally every day is a school day. By providing opportunities for professional development, it not only enhances the skills and knowledge of employees but also demonstrates a commitment to their personal growth. This investment in staff development can lead to increased job satisfaction and motivation, plus employees feel valued and equipped to contribute meaningfully to the organisation.It’s all a balancing actWhile the need to maintain a good work-life balance is an obvious one, in an era where burnout is a growing concern, wellbeing has quite rightly risen to the top of the agenda. For women returners especially, being able to manage the ‘mum juggle’ is vital to ensure a smooth transition back to work.And it is not difficult for to employers to support this. Flexible work arrangements, wellness training and programmes, and initiatives that support mental health can contribute to a workforce that is not only highly productive but also content and loyal. Staff forums; regular meetings; appraisals and feedback sessions all provide a brilliant outlet for listening to staff on how their work-life balance can be improved, the key is acting on it and demonstrating yourself as an empathetic employer.We know flexible working is high on the employee wish list. According to the CIPD, when thinking about a new job 71% of employees now say being able to have a flexible working pattern is important. But you need to consider how to introduce this and the impact on your organisation. Flexible working isn’t a full-time job Monday to Friday with one day from home, flexibility means much more than that. At Successful Mums it is being able to prioritise family needs and being a ‘present parent’ who can be at sports day and the school nativity. It’s finding a flex that works for employees and employers alike. As a business you want to encourage a positive approach to working hours, but it needs to be in the context of your organisation so look at how you can make small changes over time.And the starting point should always be your team. Speak to them to find out what they would value or need. Then consideration the practicalities. For example, do the proposed work patterns ensure there is always a safeguarding point...]]></itunes:summary><itunes:duration>412</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>More funding is needed for Green Skills</title><link>https://www.spreaker.com/episode/more-funding-is-needed-for-green-skills--58205112</link><description><![CDATA[A lot more needs to be done to support the UK’s transition to net zero. Training providers will be essential for this transition and Workpays are calling for more funding and a joined-up strategy to ensure the British workforce has the skills it needs to compete.We know that the future is green. In fact, there is no future if it isn’t green.Green skills, however, are woefully underfunded.Bridging the Gap: Challenges in Green Skills EducationAt Workpays, we want to future proof the Midlands’ workforce and we are particularly focused on those people who are most distant from the job market or who face greater barriers. It is exactly these people who stand to lose the most as all jobs become green jobs – with only 13% of the UK labour force having the green skills needed – and as the UK becomes less competitive, it is this group who will also suffer the most.We know the importance here and everyone, from companies, to people, to the government are saying all the right things. However, just as many (me included) of us continue to fly, drive petrol cars, and eat lots of meat, so government rhetoric has often not been backed up with meaningful action.In our sector it means that there are very few courses that have funding from the government, despite the real demand from young people across the country.The government has taken small action in certain areas – £9.2mn to supporting the growth of heat pumps and retrofitting training; £2.4mn of funding for skills bootcamps in the North East to focus on areas such as construction and green energy.These are incredibly important as we look to reduce our carbon footprint, but it is not enough to get us to net zero. According to the London Councils’ Green Skills Report, this is hampering FE and HE providers’ ability to respond to the emerging skills need.At Workpays, we believe that every job should be a green job; whether it be a team leader reducing the carbon footprint of his or her team; or a customer service advisor ensuring that the support they provide to customers helps make climate-sensible decisions. That is why every course we offer has a green element, stressing the role that each one of us plays in reaching net zero.Whether or not there is funding available, we will ensure our learners have the skills they need: not only equipping them with the ability to support the UK’s transition to net zero, but also giving them a significant advantage in the competitive job market.Workpays is one of the few providers who has taken these steps – partly because we know the damage this transition could wreak on those who need the most support. With 30% of job listings in the last year on LinkedIn requiring at least one green skill, we know we have to act now.Shaping a Greener Future: The Call for Collective ActionTo get the most benefit for the UK and its people, more must be done centrally. This is why we are calling for significantly more investment into green skills so that everyone can join us on our journey.Alongside other organisations and reports, we are calling for long term strategy and, most importantly, funding to ensure the UK gets the most out of the transition.Joining together to create the right environment and embedding the right mindset in our learners, we could create a world-leading greener workforce for a greener future. We’d also safeguard the UK to boot, adding 3% to our GDP and creating 300,000 jobs.The future is green. It has to be. And whether we like it or not, it will impact us – with 20% of jobs requiring a change in skills as a result of the net zero transition. Training providers and the government have a duty to act. The current dearth of funding will not only leave the most vulnerable in the UK behind, but our country too, as it loses our competitive advantage. Let us face this challenge head on and welcome it for the benefits it will bring: for our learners, for our country, for the world.By Alex Glasner, Managing Director at Workpays]]></description><guid isPermaLink="false">l9kW0v94</guid><pubDate>Fri, 05 Jan 2024 08:41:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58205112/wlc2rbmkhofhraa0dxd5g3cfgbrn3hhap5hzso2c.mp3" length="882336" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0fc7b4c5-0084-4d1b-9c25-17309180a22e/0fc7b4c5-0084-4d1b-9c25-17309180a22e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0fc7b4c5-0084-4d1b-9c25-17309180a22e/0fc7b4c5-0084-4d1b-9c25-17309180a22e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0fc7b4c5-0084-4d1b-9c25-17309180a22e/0fc7b4c5-0084-4d1b-9c25-17309180a22e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>A lot more needs to be done to support the UK’s transition to net zero. Training providers will be essential for this transition and Workpays are calling for more funding and a joined-up strategy to ensure the British workforce has the skills it needs...</itunes:subtitle><itunes:summary><![CDATA[A lot more needs to be done to support the UK’s transition to net zero. Training providers will be essential for this transition and Workpays are calling for more funding and a joined-up strategy to ensure the British workforce has the skills it needs to compete.We know that the future is green. In fact, there is no future if it isn’t green.Green skills, however, are woefully underfunded.Bridging the Gap: Challenges in Green Skills EducationAt Workpays, we want to future proof the Midlands’ workforce and we are particularly focused on those people who are most distant from the job market or who face greater barriers. It is exactly these people who stand to lose the most as all jobs become green jobs – with only 13% of the UK labour force having the green skills needed – and as the UK becomes less competitive, it is this group who will also suffer the most.We know the importance here and everyone, from companies, to people, to the government are saying all the right things. However, just as many (me included) of us continue to fly, drive petrol cars, and eat lots of meat, so government rhetoric has often not been backed up with meaningful action.In our sector it means that there are very few courses that have funding from the government, despite the real demand from young people across the country.The government has taken small action in certain areas – £9.2mn to supporting the growth of heat pumps and retrofitting training; £2.4mn of funding for skills bootcamps in the North East to focus on areas such as construction and green energy.These are incredibly important as we look to reduce our carbon footprint, but it is not enough to get us to net zero. According to the London Councils’ Green Skills Report, this is hampering FE and HE providers’ ability to respond to the emerging skills need.At Workpays, we believe that every job should be a green job; whether it be a team leader reducing the carbon footprint of his or her team; or a customer service advisor ensuring that the support they provide to customers helps make climate-sensible decisions. That is why every course we offer has a green element, stressing the role that each one of us plays in reaching net zero.Whether or not there is funding available, we will ensure our learners have the skills they need: not only equipping them with the ability to support the UK’s transition to net zero, but also giving them a significant advantage in the competitive job market.Workpays is one of the few providers who has taken these steps – partly because we know the damage this transition could wreak on those who need the most support. With 30% of job listings in the last year on LinkedIn requiring at least one green skill, we know we have to act now.Shaping a Greener Future: The Call for Collective ActionTo get the most benefit for the UK and its people, more must be done centrally. This is why we are calling for significantly more investment into green skills so that everyone can join us on our journey.Alongside other organisations and reports, we are calling for long term strategy and, most importantly, funding to ensure the UK gets the most out of the transition.Joining together to create the right environment and embedding the right mindset in our learners, we could create a world-leading greener workforce for a greener future. We’d also safeguard the UK to boot, adding 3% to our GDP and creating 300,000 jobs.The future is green. It has to be. And whether we like it or not, it will impact us – with 20% of jobs requiring a change in skills as a result of the net zero transition. Training providers and the government have a duty to act. The current dearth of funding will not only leave the most vulnerable in the UK behind, but our country too, as it loses our competitive advantage. Let us face this challenge head on and welcome it for the benefits it will bring: for our learners, for our country, for the world.By Alex Glasner, Managing Director at Workpays]]></itunes:summary><itunes:duration>221</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Nurturing the capabilities of future AI Whisperers</title><link>https://www.spreaker.com/episode/nurturing-the-capabilities-of-future-ai-whisperers--58197188</link><description><![CDATA[In this article, Alan Jacobson Chief Data and Analytics Officer at Alteryx discusses how in order for the implementation of AI to be successful, organisations need to empower every human member of their business to leverage the technology in the best possible way for maximum impact, and how the role of an analytical AI whisperer will become increasingly important over the coming years.Over the past months, every industry has been inundated with various applications of artificial intelligence (AI), particularly in the realm of generative AI. As the use of data for making strategic business decisions continues to grow, it creates an optimal setting for AI to deliver data intelligence at a much larger scale. This means that businesses across the world are integrating AI technology into their strategy, products, and operations, tapping in on a new set of opportunities to foster growth and optimise processes to drive efficiency.On top of the impact that AI will have on business processes, there is also a huge opportunity for technology to have a significant influence on the future development of data-driven cultures within organisations – paving the way for data democracy.  This is having a direct impact on the future skillset of employees due to the accessibility of generative AI and LLMs simplifying the entry into careers in analytics. People with little to no specialist qualifications or background in data analytics are empowered to ask analytical questions and use data to benefit their growth and careers in ways that were not previously considered.Yet, as we’ve seen with other innovations, regardless of accessibility, the effectiveness of new technologies, relies solely on an organisation’s capability to use them.Establishing the groundwork for excellence in Generative AIIt’s no secret that AI has quickly become a global sensation, due to the rapid increase in data use across all industries. Recent Alteryx research highlights this trend for AI-driven insights; 89% of companies currently using generative AI reported seeing either substantial (34%) or modest (55%) benefits of the technology. Yet, the true potential of AI can only be realised if high-quality data is paired with a robust analytics culture which enables businesses to make the most out of the data needed to educate it.A successful data analytics culture will enable not only current employees, but those yet to enter their data analytics career who will require training and support. This is why it is vital that there is a clear understanding from within organisations about the ways to uncover valuable insights from these tools now. Users must ask the right questions, implement the right data techniques to yield helpful outcomes.So, what skills and roles will lead the pack and ensure everyone can unlock the power of AI?The new age of data democratisationFor a long time, working with data required technical expertise in various programming languages. However, the path into the world of AI no longer comes directly from a university degree in data science, computer science, nor does it require special training or advanced coding skills.The expertise needed to build an AI-ready workforce extends beyond mere technical skills. Generative AI introduces innovative approach for business users to solve critical challenges through data, by putting the power of better decision-making in the hands of anyone who needs it.With accessible, self-service analytics, the reality is that every organisation already has access to talent with the essential knowledge and soft skills needed to unleash generative AI to its full potential. Critical thinkers, creative problem solvers and active listeners can all be empowered through access to data and deliver decision intelligence. These analytics tools simplify data science, democratize AI, and enable anyone to utilize data for business value, right from the get-go.Fostering the development of future AI specialistsHowever, there is a lot of work t...]]></description><guid isPermaLink="false">gLABPKxa</guid><pubDate>Thu, 04 Jan 2024 09:10:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197188/g8draa1szaqeyarjeuqtozbbhwylcfz36iwpk1ik.mp3" length="1454976" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ca51a71-1a97-4568-9731-8f373f4a117b/7ca51a71-1a97-4568-9731-8f373f4a117b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ca51a71-1a97-4568-9731-8f373f4a117b/7ca51a71-1a97-4568-9731-8f373f4a117b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ca51a71-1a97-4568-9731-8f373f4a117b/7ca51a71-1a97-4568-9731-8f373f4a117b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Alan Jacobson Chief Data and Analytics Officer at Alteryx discusses how in order for the implementation of AI to be successful, organisations need to empower every human member of their business to leverage the technology in the best...</itunes:subtitle><itunes:summary><![CDATA[In this article, Alan Jacobson Chief Data and Analytics Officer at Alteryx discusses how in order for the implementation of AI to be successful, organisations need to empower every human member of their business to leverage the technology in the best possible way for maximum impact, and how the role of an analytical AI whisperer will become increasingly important over the coming years.Over the past months, every industry has been inundated with various applications of artificial intelligence (AI), particularly in the realm of generative AI. As the use of data for making strategic business decisions continues to grow, it creates an optimal setting for AI to deliver data intelligence at a much larger scale. This means that businesses across the world are integrating AI technology into their strategy, products, and operations, tapping in on a new set of opportunities to foster growth and optimise processes to drive efficiency.On top of the impact that AI will have on business processes, there is also a huge opportunity for technology to have a significant influence on the future development of data-driven cultures within organisations – paving the way for data democracy.  This is having a direct impact on the future skillset of employees due to the accessibility of generative AI and LLMs simplifying the entry into careers in analytics. People with little to no specialist qualifications or background in data analytics are empowered to ask analytical questions and use data to benefit their growth and careers in ways that were not previously considered.Yet, as we’ve seen with other innovations, regardless of accessibility, the effectiveness of new technologies, relies solely on an organisation’s capability to use them.Establishing the groundwork for excellence in Generative AIIt’s no secret that AI has quickly become a global sensation, due to the rapid increase in data use across all industries. Recent Alteryx research highlights this trend for AI-driven insights; 89% of companies currently using generative AI reported seeing either substantial (34%) or modest (55%) benefits of the technology. Yet, the true potential of AI can only be realised if high-quality data is paired with a robust analytics culture which enables businesses to make the most out of the data needed to educate it.A successful data analytics culture will enable not only current employees, but those yet to enter their data analytics career who will require training and support. This is why it is vital that there is a clear understanding from within organisations about the ways to uncover valuable insights from these tools now. Users must ask the right questions, implement the right data techniques to yield helpful outcomes.So, what skills and roles will lead the pack and ensure everyone can unlock the power of AI?The new age of data democratisationFor a long time, working with data required technical expertise in various programming languages. However, the path into the world of AI no longer comes directly from a university degree in data science, computer science, nor does it require special training or advanced coding skills.The expertise needed to build an AI-ready workforce extends beyond mere technical skills. Generative AI introduces innovative approach for business users to solve critical challenges through data, by putting the power of better decision-making in the hands of anyone who needs it.With accessible, self-service analytics, the reality is that every organisation already has access to talent with the essential knowledge and soft skills needed to unleash generative AI to its full potential. Critical thinkers, creative problem solvers and active listeners can all be empowered through access to data and deliver decision intelligence. These analytics tools simplify data science, democratize AI, and enable anyone to utilize data for business value, right from the get-go.Fostering the development of future AI specialistsHowever, there is a lot of...]]></itunes:summary><itunes:duration>364</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Navigating the Future of AI Safety in Education</title><link>https://www.spreaker.com/episode/navigating-the-future-of-ai-safety-in-education--58197186</link><description><![CDATA[In this article, Jamie discusses some of the key issues around the safe and responsible development and application of emerging AI platforms in the context of education, and shares insights from some colleges that are already leading the way in this context’Right now my experience with some of the well-known AI platforms from time to time goes a little like this. Ask a question via a prompt, receive an answer with a bold and audacious statement in it. Type a more refined prompt seeking data sources and links to verify the bold audacious statement. Receive an answer with the requested links. Click on the links and be taken to McDonald’s wrap of the day or similar random and irrelevant information (unless by chance you fancy a McDonald’s). Refine prompt further to request data sources yet again. Receive a final response saying ‘I can’t help you with that’. AI is clearly in its infancy and has a long way to go, but the potential to shape and change our world is also clear and it can also get a lot right. For educators, the arrival of AI platforms presents the familiar mix of challenges and opportunities to navigate through as digital disruption continues to accelerate.As artificial intelligence (AI) continues to embed into ever more aspects of our lives its impact on how we learn, teach, and assess student progress is only just starting to emerge. While the potential benefits of AI in education are immense, so too are the challenges that must be addressed to ensure its safe and ethical implementation and this is one area where the UK is showing leadership. The UK Secretary of State for Science, Innovation and Technology presented a White Paper titled ‘A pro-innovation approach to AI regulation’ on the 29th March 2023 and the UK subsequently held the AI Safety Summit at Bletchley Park on the 1st-2nd November and the shared objectives of both of these developments can be summarised as follows.Proportionality: AI regulation should be proportionate to the risks posed by AI. This means that regulation should be targeted at the most serious risks, and it should not stifle innovation where it’s not necessary.Transparency: AI regulation should be transparent and accountable. This means that the Government should be clear about its reasons for regulating AI, and it should provide opportunities for public consultation.International cooperation: AI regulation should be developed in an international context. This means that the UK Government will work with other countries to develop common standards for AI regulation.From the UK AI Safety Summit that brought together experts from Government, industry, academia and wider the output was the adoption of the ‘Bletchley Declaration’ which outlines a shared consensus on the need for international collaboration on AI safety. Some of the Bletchley Declaration areas of focus include a commitment to examine:The risks of frontier AI: The summit recognized the potential risks posed by frontier AI, such as its potential to exacerbate societal inequalities, undermine human autonomy, and cause harm to individuals and groups.The need for a multi-stakeholder approach: The summit emphasised the need for a multi-stakeholder approach to AI safety, involving Governments, businesses, researchers, and civil society.The importance of transparency and accountability: The summit stressed the importance of transparency and accountability in the development and deployment of AI systems.The potential of AI to benefit society: The summit also recognized the potential of AI to benefit society, and called for a balanced approach that mitigates risks while harnessing AI’s transformative potential.To promote public engagement and education: Countries will promote public engagement and education about AI to ensure that citizens are informed and empowered to participate in discussions about AI governance.Within this context educators across the world and here in the UK have already started to use various new AI platforms in a...]]></description><guid isPermaLink="false">BzJqnW9r</guid><pubDate>Thu, 04 Jan 2024 09:10:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197186/zuigmuemoh1wbxy5xzaepcqy0y8gyksna4jhmdam.mp3" length="2378880" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fbc39760-2fba-4d1e-a798-7cb5147d78e6/fbc39760-2fba-4d1e-a798-7cb5147d78e6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fbc39760-2fba-4d1e-a798-7cb5147d78e6/fbc39760-2fba-4d1e-a798-7cb5147d78e6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fbc39760-2fba-4d1e-a798-7cb5147d78e6/fbc39760-2fba-4d1e-a798-7cb5147d78e6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Jamie discusses some of the key issues around the safe and responsible development and application of emerging AI platforms in the context of education, and shares insights from some colleges that are already leading the way in this...</itunes:subtitle><itunes:summary><![CDATA[In this article, Jamie discusses some of the key issues around the safe and responsible development and application of emerging AI platforms in the context of education, and shares insights from some colleges that are already leading the way in this context’Right now my experience with some of the well-known AI platforms from time to time goes a little like this. Ask a question via a prompt, receive an answer with a bold and audacious statement in it. Type a more refined prompt seeking data sources and links to verify the bold audacious statement. Receive an answer with the requested links. Click on the links and be taken to McDonald’s wrap of the day or similar random and irrelevant information (unless by chance you fancy a McDonald’s). Refine prompt further to request data sources yet again. Receive a final response saying ‘I can’t help you with that’. AI is clearly in its infancy and has a long way to go, but the potential to shape and change our world is also clear and it can also get a lot right. For educators, the arrival of AI platforms presents the familiar mix of challenges and opportunities to navigate through as digital disruption continues to accelerate.As artificial intelligence (AI) continues to embed into ever more aspects of our lives its impact on how we learn, teach, and assess student progress is only just starting to emerge. While the potential benefits of AI in education are immense, so too are the challenges that must be addressed to ensure its safe and ethical implementation and this is one area where the UK is showing leadership. The UK Secretary of State for Science, Innovation and Technology presented a White Paper titled ‘A pro-innovation approach to AI regulation’ on the 29th March 2023 and the UK subsequently held the AI Safety Summit at Bletchley Park on the 1st-2nd November and the shared objectives of both of these developments can be summarised as follows.Proportionality: AI regulation should be proportionate to the risks posed by AI. This means that regulation should be targeted at the most serious risks, and it should not stifle innovation where it’s not necessary.Transparency: AI regulation should be transparent and accountable. This means that the Government should be clear about its reasons for regulating AI, and it should provide opportunities for public consultation.International cooperation: AI regulation should be developed in an international context. This means that the UK Government will work with other countries to develop common standards for AI regulation.From the UK AI Safety Summit that brought together experts from Government, industry, academia and wider the output was the adoption of the ‘Bletchley Declaration’ which outlines a shared consensus on the need for international collaboration on AI safety. Some of the Bletchley Declaration areas of focus include a commitment to examine:The risks of frontier AI: The summit recognized the potential risks posed by frontier AI, such as its potential to exacerbate societal inequalities, undermine human autonomy, and cause harm to individuals and groups.The need for a multi-stakeholder approach: The summit emphasised the need for a multi-stakeholder approach to AI safety, involving Governments, businesses, researchers, and civil society.The importance of transparency and accountability: The summit stressed the importance of transparency and accountability in the development and deployment of AI systems.The potential of AI to benefit society: The summit also recognized the potential of AI to benefit society, and called for a balanced approach that mitigates risks while harnessing AI’s transformative potential.To promote public engagement and education: Countries will promote public engagement and education about AI to ensure that citizens are informed and empowered to participate in discussions about AI governance.Within this context educators across the world and here in the UK have already started to use various new AI platforms...]]></itunes:summary><itunes:duration>595</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>2023 – A Tough Year For Many, But A New Year Brings New Hope</title><link>https://www.spreaker.com/episode/2023-a-tough-year-for-many-but-a-new-year-brings-new-hope--58199071</link><description><![CDATA[In this article for FE News, AELP Chair Nichola Hay MBE outlines her view of how 2023 has gone for the skills sector and starts to look ahead to what 2024 may bring.2023 has been another busy year for AELP and our members as we strive towards delivering the skills training the country needs. In many ways, it’s been a very tough year for the sector. We’ve consistently warned of the impact of rising costs as early as the start of 2022, but this year they’ve really started to bite. That has led to disastrous consequences for many providers with severe knock-on impact of disruption for learners and reduced choice for employers alike.A tough year for the sector’s financial healthOver the summer we launched the Save Our Skills Sector campaign on the back of news that several training providers were on the verge of ceasing trading due to their financial situation. Spiralling costs for providers combined with traineeships contracts and non-devolved adult education budget contracts ending at similar times, alongside an apprenticeship funding review system that takes far too long has created a perfect storm which not everyone has been able to weather.A financially healthy skills sector is vital if we’re to have the right level of availability and choice for learners and employers and I was delighted that over 100 organisations signed our open letter to the Secretary of State for Education calling for immediate action to be taken to safeguard the future of the skills sector. A big challenge for the year ahead will be to ensure that the Treasury, DfE, IfATE and the ESFA understand the actual picture on the ground being experienced by providers – and that they respond accordingly.Despite the tough outlook for providers, we have had a number of successful wins for the sector throughout 2023. We started the year with the introduction of a Shadow Nominee during the Ofsted inspection process – that’s something we’ve been suggesting for a while. In the Spring we heard the welcome news about the removal of cap of ten apprentices for non-levy paying employers.During the summer, IfATE’s exceptional funding band review eventually recommended an increase in funding for a small number of apprenticeship standards. Our close working relationship with the DfE also meant we were able secure simplification and reduced bureaucracy to the apprenticeship funding rules – including relaxing ‘active learning’ requirements. I know providers were particularly pleased at how much earlier than usual these rules were first published too.At the Conservative Party conference, we finally saw our effort rewarded with the announcement of a 54% increase in the funding rate for maths and English functional skills qualifications. Kudos to Kate Ridley-Moy, the new Director of Apprenticeships and Skills Bootcamps, for recognising the need to expedite this with an implementation date being brought forward to January 2024. Funding is just one piece of the jigsaw and we will keep banging the drum on the wider rules on exemptions, exit requirements and ensuring the qualifications are functional and fit for purpose.We’ve also been pushing hard to ensure ITPs will be part of the future Lifelong Learning Entitlement landscape. In the DfE’s consultation response, there was a positive commitment that the Office for Students (OfS) would consult on a “third recognition route”. This would help offer a route into being recognised by the OfS for new providers who didn’t want to offer full or part degree awarding powers. Although the recent decision to push back the entry point for those providers to 2027 is disappointing, this is progress nonetheless.Delivering for our members all year roundAdvocating on behalf of the skills sector isn’t all we do though – this year we’ve been working hard on behalf of our members putting on nearly 40 events in 2023, including conferences, workshops, and summits! These events served as platforms for colleagues from across the sector to come together, excha...]]></description><guid isPermaLink="false">Zx5mKaxP</guid><pubDate>Thu, 04 Jan 2024 09:05:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58199071/m3kianmnrzitypjo2mimisnwip7ziv91zj9pq0co.mp3" length="1502400" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1f6e1d85-6dd9-4996-bf04-101adc7970bf/1f6e1d85-6dd9-4996-bf04-101adc7970bf.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1f6e1d85-6dd9-4996-bf04-101adc7970bf/1f6e1d85-6dd9-4996-bf04-101adc7970bf.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1f6e1d85-6dd9-4996-bf04-101adc7970bf/1f6e1d85-6dd9-4996-bf04-101adc7970bf.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article for FE News, AELP Chair Nichola Hay MBE outlines her view of how 2023 has gone for the skills sector and starts to look ahead to what 2024 may bring.2023 has been another busy year for AELP and our members as we strive towards...</itunes:subtitle><itunes:summary><![CDATA[In this article for FE News, AELP Chair Nichola Hay MBE outlines her view of how 2023 has gone for the skills sector and starts to look ahead to what 2024 may bring.2023 has been another busy year for AELP and our members as we strive towards delivering the skills training the country needs. In many ways, it’s been a very tough year for the sector. We’ve consistently warned of the impact of rising costs as early as the start of 2022, but this year they’ve really started to bite. That has led to disastrous consequences for many providers with severe knock-on impact of disruption for learners and reduced choice for employers alike.A tough year for the sector’s financial healthOver the summer we launched the Save Our Skills Sector campaign on the back of news that several training providers were on the verge of ceasing trading due to their financial situation. Spiralling costs for providers combined with traineeships contracts and non-devolved adult education budget contracts ending at similar times, alongside an apprenticeship funding review system that takes far too long has created a perfect storm which not everyone has been able to weather.A financially healthy skills sector is vital if we’re to have the right level of availability and choice for learners and employers and I was delighted that over 100 organisations signed our open letter to the Secretary of State for Education calling for immediate action to be taken to safeguard the future of the skills sector. A big challenge for the year ahead will be to ensure that the Treasury, DfE, IfATE and the ESFA understand the actual picture on the ground being experienced by providers – and that they respond accordingly.Despite the tough outlook for providers, we have had a number of successful wins for the sector throughout 2023. We started the year with the introduction of a Shadow Nominee during the Ofsted inspection process – that’s something we’ve been suggesting for a while. In the Spring we heard the welcome news about the removal of cap of ten apprentices for non-levy paying employers.During the summer, IfATE’s exceptional funding band review eventually recommended an increase in funding for a small number of apprenticeship standards. Our close working relationship with the DfE also meant we were able secure simplification and reduced bureaucracy to the apprenticeship funding rules – including relaxing ‘active learning’ requirements. I know providers were particularly pleased at how much earlier than usual these rules were first published too.At the Conservative Party conference, we finally saw our effort rewarded with the announcement of a 54% increase in the funding rate for maths and English functional skills qualifications. Kudos to Kate Ridley-Moy, the new Director of Apprenticeships and Skills Bootcamps, for recognising the need to expedite this with an implementation date being brought forward to January 2024. Funding is just one piece of the jigsaw and we will keep banging the drum on the wider rules on exemptions, exit requirements and ensuring the qualifications are functional and fit for purpose.We’ve also been pushing hard to ensure ITPs will be part of the future Lifelong Learning Entitlement landscape. In the DfE’s consultation response, there was a positive commitment that the Office for Students (OfS) would consult on a “third recognition route”. This would help offer a route into being recognised by the OfS for new providers who didn’t want to offer full or part degree awarding powers. Although the recent decision to push back the entry point for those providers to 2027 is disappointing, this is progress nonetheless.Delivering for our members all year roundAdvocating on behalf of the skills sector isn’t all we do though – this year we’ve been working hard on behalf of our members putting on nearly 40 events in 2023, including conferences, workshops, and summits! These events served as platforms for colleagues from across the sector to come together,...]]></itunes:summary><itunes:duration>376</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why we must build on our sector’s momentum into 2024</title><link>https://www.spreaker.com/episode/why-we-must-build-on-our-sector-s-momentum-into-2024--58197187</link><description><![CDATA[David Gallagher, Chief Executive of the awarding organisation NCFE, discusses what’s been a landmark year for the education charity and why it’s important to build on the sector’s achievements during 2023 and remain united in the year ahead.NCFE: 175 Years StrongIt’s been a busy 12 months both inside and outside our sector. From huge global events to qualification reforms, it’s a year that’s had many unknowns but also opportunities to work collaboratively and create positive change.  With this academic year marking NCFE’s 175th anniversary, our longevity is not often seen in our fast-paced world. Our rich history, heritage, and experiences provide us with the ability to tackle challenging times, continuously adapting and developing to best meet the needs of learners and the education and training sector.It’s through this continuity, deep expertise, insight, and commitment that we can continue to ask the right questions for the sector and millions of learners across the UK.Over the last 12 months, we’ve investigated key workforce challenges in FE, social care, early years, and digital through our Spotlight Reports – bringing together data and leading experts to share their firsthand experiences.Transforming Education our Future InitiativesWe also released a landmark paper, alongside The Edge Foundation and Corndel, looking at the future of further education. The Transforming Skills report puts forward five key recommendations that will ensure we have a system fit for the future – from embedding uniquely human skills to embracing technology and reimagining a more fair and inclusive system of assessment.Not content with that, we partnered with FE News on its first FE Collective event and subsequent report, designed to unite the sector and find solutions to some of the biggest challenges ahead, including artificial intelligence and how FE is funded.Revolutionizing Education Through Qualification ReformNCFE has also been stepping up to the challenges and opportunities around qualification reform and supporting the sector through this period of change. We’ve been offering specialist consultations to help providers and created a free comprehensive guide to the review of post-16 qualifications in England.Since 1848, NCFE has been committed to ensuring that no learner is left behind. While this core purpose will never change, we’ve continued to push the boundaries of a traditional awarding organisation to ensure everyone, particularly those consistently underserved, have the opportunities, means, and motivation to reach their full potential over a lifetime of learning.WorldSkills UKFollowing a highly successful three-year pilot, our partnership with WorldSkills UK on the Centre of Excellence moved into a second phase that enables all FE Colleges, independent training providers, and Higher Educational Institutions throughout the UK to benefit from world-class professional development.Innovation, Expansion, and Partnerships Drive NCFE’s SuccessWe marked the two-year anniversary of our Assessment Innovation Fund, which has now seen £1 million invested in 12 unique pilots investigating the use of new methods and tools. With the next funding window set to launch next year, and our new partnership with UFI VocTech, it continues to push boundaries and go from strength to strength.NCFE has also expanded its accreditation services, to help employers with bespoke in-house training and qualifications. Upskilling the workforce has benefits for both the organisation and individuals, and we’ve already seen successful partnerships with Northumbria Police, Stockport Housing, and international charity Save the Children.This is all in addition to our consistent focus on our core activities as an Awarding and End point assessment organisation.Uniting for Education: 2024 and BeyondWith 2024 being an election year, there are questions around what the result will mean for current FE policy direction; thinking about the qualification reforms or how the propo...]]></description><guid isPermaLink="false">ozWEdex5</guid><pubDate>Thu, 04 Jan 2024 09:05:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197187/zcbrcqp8iakwvxezvtfv4c8rwacwres3iupmpunr.mp3" length="1091136" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9107716b-9b44-41d3-a26f-85fab12a8676/9107716b-9b44-41d3-a26f-85fab12a8676.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9107716b-9b44-41d3-a26f-85fab12a8676/9107716b-9b44-41d3-a26f-85fab12a8676.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9107716b-9b44-41d3-a26f-85fab12a8676/9107716b-9b44-41d3-a26f-85fab12a8676.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>David Gallagher, Chief Executive of the awarding organisation NCFE, discusses what’s been a landmark year for the education charity and why it’s important to build on the sector’s achievements during 2023 and remain united in the year ahead.NCFE: 175...</itunes:subtitle><itunes:summary><![CDATA[David Gallagher, Chief Executive of the awarding organisation NCFE, discusses what’s been a landmark year for the education charity and why it’s important to build on the sector’s achievements during 2023 and remain united in the year ahead.NCFE: 175 Years StrongIt’s been a busy 12 months both inside and outside our sector. From huge global events to qualification reforms, it’s a year that’s had many unknowns but also opportunities to work collaboratively and create positive change.  With this academic year marking NCFE’s 175th anniversary, our longevity is not often seen in our fast-paced world. Our rich history, heritage, and experiences provide us with the ability to tackle challenging times, continuously adapting and developing to best meet the needs of learners and the education and training sector.It’s through this continuity, deep expertise, insight, and commitment that we can continue to ask the right questions for the sector and millions of learners across the UK.Over the last 12 months, we’ve investigated key workforce challenges in FE, social care, early years, and digital through our Spotlight Reports – bringing together data and leading experts to share their firsthand experiences.Transforming Education our Future InitiativesWe also released a landmark paper, alongside The Edge Foundation and Corndel, looking at the future of further education. The Transforming Skills report puts forward five key recommendations that will ensure we have a system fit for the future – from embedding uniquely human skills to embracing technology and reimagining a more fair and inclusive system of assessment.Not content with that, we partnered with FE News on its first FE Collective event and subsequent report, designed to unite the sector and find solutions to some of the biggest challenges ahead, including artificial intelligence and how FE is funded.Revolutionizing Education Through Qualification ReformNCFE has also been stepping up to the challenges and opportunities around qualification reform and supporting the sector through this period of change. We’ve been offering specialist consultations to help providers and created a free comprehensive guide to the review of post-16 qualifications in England.Since 1848, NCFE has been committed to ensuring that no learner is left behind. While this core purpose will never change, we’ve continued to push the boundaries of a traditional awarding organisation to ensure everyone, particularly those consistently underserved, have the opportunities, means, and motivation to reach their full potential over a lifetime of learning.WorldSkills UKFollowing a highly successful three-year pilot, our partnership with WorldSkills UK on the Centre of Excellence moved into a second phase that enables all FE Colleges, independent training providers, and Higher Educational Institutions throughout the UK to benefit from world-class professional development.Innovation, Expansion, and Partnerships Drive NCFE’s SuccessWe marked the two-year anniversary of our Assessment Innovation Fund, which has now seen £1 million invested in 12 unique pilots investigating the use of new methods and tools. With the next funding window set to launch next year, and our new partnership with UFI VocTech, it continues to push boundaries and go from strength to strength.NCFE has also expanded its accreditation services, to help employers with bespoke in-house training and qualifications. Upskilling the workforce has benefits for both the organisation and individuals, and we’ve already seen successful partnerships with Northumbria Police, Stockport Housing, and international charity Save the Children.This is all in addition to our consistent focus on our core activities as an Awarding and End point assessment organisation.Uniting for Education: 2024 and BeyondWith 2024 being an election year, there are questions around what the result will mean for current FE policy direction; thinking about the qualification reforms or how the...]]></itunes:summary><itunes:duration>273</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Creative Skills for Life: Helping Non-Designers Develop Design Skills​</title><link>https://www.spreaker.com/episode/creative-skills-for-life-helping-non-designers-develop-design-skills--58197184</link><description><![CDATA[Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and improve their communication and job prospects in any sector. Creativity and design skills may not spring to mind as “necessary” credentials when applying for roles within non-design focused industries. However, the ability to think creatively and the tools learned through an education in design can actually boost productivity and collaboration across all sectors. It can help you think outside of the box, allow you to break down problems and solve them creatively, and encourages you to share ideas in a more accessible way. All of these skills reflect what employers are looking for no matter their sector, and often they can hold much more weight than just having the practical skills to complete the job. Ultimately having strong creative skills can improve a person’s job prospects in any sector.But is creativity an innate quality, and to what extent can it be taught?Losing creativityI recently spoke in a report by Serif, developers of the Affinity creative software, on the power that learning design skills can have on students from any course – regardless of the relation to design. Creativity is about looking at things from a different perspective, deconstructing everything, pulling it apart and seeing how things could be done better. Typically, most people are very creative when they’re young, but over time they lose the idea of being disruptive or trying to improve things – they’re nervous of failure and experimentation. We’re told to specialise in a certain subject or way of thinking really early, which means that people are almost scared to be creative if they haven’t been defined as an ‘artist’ or ‘designer’ during those formative years. Even if they might still have that spark within them among other interests and talents.The ‘Nature and Nurture: How universities can help everyone learn design skills’ report highlights how important design skills are to a growing number of roles today – and why university is the perfect place to develop them and cultivate creativity, whether or not a student chooses a design-related course. Many universities in the UK boast state-of-the-art kit, including computers and creative software for students to use on coursework, portfolio building and other projects. But often it’s only design students who have access to them.Non-design students still need to learn the skills of putting together a professional-looking résumé, or creating presentations when looking for work. Even when they’re working their role might require them to create reports, explain complex ideas to clients in industries like construction or create impactful marketing, social media or sales materials.Having access to professional-grade software at an affordable price becomes crucial to helping them develop and stand out.Learning new skills and habitsWhen teaching the creative process it’s possible to break it down into relatively simple habits. The first thing is having curiosity – opening your eyes to what’s out there already to borrow, steal or remix, and experiment with your own style. To do this you need to be able to explore, identify opportunities and look at trends.Some people will naturally be able to do all of these things but I believe, if it doesn’t come natural to them, then it can be developed over time. This is what university is about – experimentation and practice, discovering what you’re passionate about and finding a flow. It’s a place where you can meet people with different experiences, collaborate with peers and experts and learn from each other. It can also help you develop the hard skills needed for whatever discipline you’re studying. And when the courses are good and built with all this in mind, there’s no question that university can be incredibly usefu...]]></description><guid isPermaLink="false">BzNdgmxK</guid><pubDate>Thu, 04 Jan 2024 09:05:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197184/hmg5xrdlsa47s7nbug5f8fuooj9cqcmrkyddvh02.mp3" length="2103840" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8/d0bbde4d-a324-4ac9-a9f1-a4b8d13864f8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and...</itunes:subtitle><itunes:summary><![CDATA[Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and improve their communication and job prospects in any sector. Creativity and design skills may not spring to mind as “necessary” credentials when applying for roles within non-design focused industries. However, the ability to think creatively and the tools learned through an education in design can actually boost productivity and collaboration across all sectors. It can help you think outside of the box, allow you to break down problems and solve them creatively, and encourages you to share ideas in a more accessible way. All of these skills reflect what employers are looking for no matter their sector, and often they can hold much more weight than just having the practical skills to complete the job. Ultimately having strong creative skills can improve a person’s job prospects in any sector.But is creativity an innate quality, and to what extent can it be taught?Losing creativityI recently spoke in a report by Serif, developers of the Affinity creative software, on the power that learning design skills can have on students from any course – regardless of the relation to design. Creativity is about looking at things from a different perspective, deconstructing everything, pulling it apart and seeing how things could be done better. Typically, most people are very creative when they’re young, but over time they lose the idea of being disruptive or trying to improve things – they’re nervous of failure and experimentation. We’re told to specialise in a certain subject or way of thinking really early, which means that people are almost scared to be creative if they haven’t been defined as an ‘artist’ or ‘designer’ during those formative years. Even if they might still have that spark within them among other interests and talents.The ‘Nature and Nurture: How universities can help everyone learn design skills’ report highlights how important design skills are to a growing number of roles today – and why university is the perfect place to develop them and cultivate creativity, whether or not a student chooses a design-related course. Many universities in the UK boast state-of-the-art kit, including computers and creative software for students to use on coursework, portfolio building and other projects. But often it’s only design students who have access to them.Non-design students still need to learn the skills of putting together a professional-looking résumé, or creating presentations when looking for work. Even when they’re working their role might require them to create reports, explain complex ideas to clients in industries like construction or create impactful marketing, social media or sales materials.Having access to professional-grade software at an affordable price becomes crucial to helping them develop and stand out.Learning new skills and habitsWhen teaching the creative process it’s possible to break it down into relatively simple habits. The first thing is having curiosity – opening your eyes to what’s out there already to borrow, steal or remix, and experiment with your own style. To do this you need to be able to explore, identify opportunities and look at trends.Some people will naturally be able to do all of these things but I believe, if it doesn’t come natural to them, then it can be developed over time. This is what university is about – experimentation and practice, discovering what you’re passionate about and finding a flow. It’s a place where you can meet people with different experiences, collaborate with peers and experts and learn from each other. It can also help you develop the hard skills needed for whatever discipline you’re studying. And when the courses are good and built with all this in mind, there’s no question that university can be incredibly...]]></itunes:summary><itunes:duration>351</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>5 Ed-Tech Predictions For 2024, According To Jack McDougall</title><link>https://www.spreaker.com/episode/5-ed-tech-predictions-for-2024-according-to-jack-mcdougall--58197185</link><description><![CDATA[UK leading education technology provider The Skills Network is committed to another year at the forefront of learning technology innovation. Head of Business Development Jack McDougall shares his top 5 predictions for the ed-tech space in 2024.My Top 5 Predictions for Ed-Tech in 2024MicrolearningTrue Blended LearningData For PersonalisationGenerative Artificial Intelligence (AI)ChatbotsIn 2024, we will start to see meaningful momentum behind education technology. For years, we have tip-toed around these incredibly innovative ed-tech solutions, having not known how to fully embrace or even loosely incorporate them into traditional teaching methods. These technologies will transform the learner experience, allowing them to reach new depths in their studies and equipping FE providers with unprecedented learner insight. What could be more powerful?My 5 predictions for 2024 also serve as a written commitment to The Skills Network’s continual efforts to support our partners with outstanding tech solutions and make online learning accessible for all markets.Prediction No.1 MicrolearningConvenient, easily digestible modular content is the hallmark of microlearning modules and we will see more of this in 2024. With studies indicating that the average attention span of a human is just 8 seconds, we must adapt to new human behaviours.Times are changing, and some learners simply cannot or don’t want to commit to a ‘full qualification’ anymore, whereby learning takes place over a matter of weeks and culminates in a pass or fail. Learners in 2024, want ‘chunked up’, digestible and easy learning content, whereby their sense of achievement is regularly validated. Learners will experience immediate progress in their learning development, enhancing motivation with instant results that can propel them into the next part of their learning journey. We will see more bitesize learning content being utilised by learners on multiple devices- movable learning from laptop, tablet and phone seamlessly.High-quality content can be delivered in short episodic online bursts of just 5-15 minutes with a similar look and feel to a TikTok, Instagram reel or YouTube short, and it will quickly become mainstream in ed-tech.Prediction No.2 True Blended LearningIn 2024, I predict we will start to see multiple technologies being used to create what I call a ‘true blended learning’ experience. Blended learning has been around for a while and integrates different learning experiences to create a comprehensive and flexible learning environment. The goal of true blended learning is to leverage the strengths of both traditional and technology-mediated instructional methods to enhance the overall educational experience. Blended learning in 2024 might look like ….Online live lectures for theory-based learningMicrolearning for revision techniquesVirtual reality (VR) environments for sandbox practice and confidence-buildingClassroom (online or in-person) tech usage for team tasks and interaction between studentsGamified content for engagement and assessmentGuest masterclasses for differing perspectives and real-life experiencesSadly, blended learning has been limited in previous years to being awkwardly bolted onto an in-person teaching session. Having worked with many FE providers, I’ve seen firsthand a great amount of hesitancy when considering how to integrate immersive tech into curriculum and lesson planning, which is often the result of a lack of training or worse yet, an all-out fear of the tech.It is not uncommon to visit a college and discover 50+ VR headsets gathering dust in a cupboard with the wrapping still on! But the important thing is, they have proven their commitment to the benefits of education technology.2024 will start to see a holistic and interwoven approach to both traditional and tech-enhanced teaching methods. Learning should never be static but engaging and relevant to the outcome for the learner, and I think a true blended learning approach can achi...]]></description><guid isPermaLink="false">mLmV14xN</guid><pubDate>Thu, 04 Jan 2024 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197185/il7onvjb2g8syxilbmosfzsuktmkhty5xhuaz7q7.mp3" length="3107088" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/52f592d8-385b-43f5-af6c-efbaad20a94c/52f592d8-385b-43f5-af6c-efbaad20a94c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/52f592d8-385b-43f5-af6c-efbaad20a94c/52f592d8-385b-43f5-af6c-efbaad20a94c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/52f592d8-385b-43f5-af6c-efbaad20a94c/52f592d8-385b-43f5-af6c-efbaad20a94c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UK leading education technology provider The Skills Network is committed to another year at the forefront of learning technology innovation. Head of Business Development Jack McDougall shares his top 5 predictions for the ed-tech space in 2024.My Top...</itunes:subtitle><itunes:summary><![CDATA[UK leading education technology provider The Skills Network is committed to another year at the forefront of learning technology innovation. Head of Business Development Jack McDougall shares his top 5 predictions for the ed-tech space in 2024.My Top 5 Predictions for Ed-Tech in 2024MicrolearningTrue Blended LearningData For PersonalisationGenerative Artificial Intelligence (AI)ChatbotsIn 2024, we will start to see meaningful momentum behind education technology. For years, we have tip-toed around these incredibly innovative ed-tech solutions, having not known how to fully embrace or even loosely incorporate them into traditional teaching methods. These technologies will transform the learner experience, allowing them to reach new depths in their studies and equipping FE providers with unprecedented learner insight. What could be more powerful?My 5 predictions for 2024 also serve as a written commitment to The Skills Network’s continual efforts to support our partners with outstanding tech solutions and make online learning accessible for all markets.Prediction No.1 MicrolearningConvenient, easily digestible modular content is the hallmark of microlearning modules and we will see more of this in 2024. With studies indicating that the average attention span of a human is just 8 seconds, we must adapt to new human behaviours.Times are changing, and some learners simply cannot or don’t want to commit to a ‘full qualification’ anymore, whereby learning takes place over a matter of weeks and culminates in a pass or fail. Learners in 2024, want ‘chunked up’, digestible and easy learning content, whereby their sense of achievement is regularly validated. Learners will experience immediate progress in their learning development, enhancing motivation with instant results that can propel them into the next part of their learning journey. We will see more bitesize learning content being utilised by learners on multiple devices- movable learning from laptop, tablet and phone seamlessly.High-quality content can be delivered in short episodic online bursts of just 5-15 minutes with a similar look and feel to a TikTok, Instagram reel or YouTube short, and it will quickly become mainstream in ed-tech.Prediction No.2 True Blended LearningIn 2024, I predict we will start to see multiple technologies being used to create what I call a ‘true blended learning’ experience. Blended learning has been around for a while and integrates different learning experiences to create a comprehensive and flexible learning environment. The goal of true blended learning is to leverage the strengths of both traditional and technology-mediated instructional methods to enhance the overall educational experience. Blended learning in 2024 might look like ….Online live lectures for theory-based learningMicrolearning for revision techniquesVirtual reality (VR) environments for sandbox practice and confidence-buildingClassroom (online or in-person) tech usage for team tasks and interaction between studentsGamified content for engagement and assessmentGuest masterclasses for differing perspectives and real-life experiencesSadly, blended learning has been limited in previous years to being awkwardly bolted onto an in-person teaching session. Having worked with many FE providers, I’ve seen firsthand a great amount of hesitancy when considering how to integrate immersive tech into curriculum and lesson planning, which is often the result of a lack of training or worse yet, an all-out fear of the tech.It is not uncommon to visit a college and discover 50+ VR headsets gathering dust in a cupboard with the wrapping still on! But the important thing is, they have proven their commitment to the benefits of education technology.2024 will start to see a holistic and interwoven approach to both traditional and tech-enhanced teaching methods. Learning should never be static but engaging and relevant to the outcome for the learner, and I think a true blended learning approach can...]]></itunes:summary><itunes:duration>518</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/4cf528fe4a77be501f9df6f31675aa4a.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Creative Skills for Life: Helping Non-Designers Develop Design Skills​</title><link>https://www.spreaker.com/episode/creative-skills-for-life-helping-non-designers-develop-design-skills--58197183</link><description><![CDATA[Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and improve their communication and job prospects in any sector. Creativity and design skills may not spring to mind as “necessary” credentials when applying for roles within non-design focused industries. However, the ability to think creatively and the tools learned through an education in design can actually boost productivity and collaboration across all sectors. It can help you think outside of the box, allow you to break down problems and solve them creatively, and encourages you to share ideas in a more accessible way. All of these skills reflect what employers are looking for no matter their sector, and often they can hold much more weight than just having the practical skills to complete the job. Ultimately having strong creative skills can improve a person’s job prospects in any sector.But is creativity an innate quality, and to what extent can it be taught?Losing creativityI recently spoke in a report by Serif, developers of the Affinity creative software, on the power that learning design skills can have on students from any course – regardless of the relation to design. Creativity is about looking at things from a different perspective, deconstructing everything, pulling it apart and seeing how things could be done better. Typically, most people are very creative when they’re young, but over time they lose the idea of being disruptive or trying to improve things – they’re nervous of failure and experimentation. We’re told to specialise in a certain subject or way of thinking really early, which means that people are almost scared to be creative if they haven’t been defined as an ‘artist’ or ‘designer’ during those formative years. Even if they might still have that spark within them among other interests and talents.The ‘Nature and Nurture: How universities can help everyone learn design skills’ report highlights how important design skills are to a growing number of roles today – and why university is the perfect place to develop them and cultivate creativity, whether or not a student chooses a design-related course. Many universities in the UK boast state-of-the-art kit, including computers and creative software for students to use on coursework, portfolio building and other projects. But often it’s only design students who have access to them.Non-design students still need to learn the skills of putting together a professional-looking résumé, or creating presentations when looking for work. Even when they’re working their role might require them to create reports, explain complex ideas to clients in industries like construction or create impactful marketing, social media or sales materials.Having access to professional-grade software at an affordable price becomes crucial to helping them develop and stand out.Learning new skills and habitsWhen teaching the creative process it’s possible to break it down into relatively simple habits. The first thing is having curiosity – opening your eyes to what’s out there already to borrow, steal or remix, and experiment with your own style. To do this you need to be able to explore, identify opportunities and look at trends.Some people will naturally be able to do all of these things but I believe, if it doesn’t come natural to them, then it can be developed over time. This is what university is about – experimentation and practice, discovering what you’re passionate about and finding a flow. It’s a place where you can meet people with different experiences, collaborate with peers and experts and learn from each other. It can also help you develop the hard skills needed for whatever discipline you’re studying. And when the courses are good and built with all this in mind, there’s no question that university can be incredibly usefu...]]></description><guid isPermaLink="false">ALOm1d9v</guid><pubDate>Wed, 03 Jan 2024 09:26:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58197183/bgdmrmjrejb6kfrihdpziy6q5loebdathmnmdaps.mp3" length="1349760" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1ea2f18-75d4-441a-a680-22f4debccaac/d1ea2f18-75d4-441a-a680-22f4debccaac.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1ea2f18-75d4-441a-a680-22f4debccaac/d1ea2f18-75d4-441a-a680-22f4debccaac.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1ea2f18-75d4-441a-a680-22f4debccaac/d1ea2f18-75d4-441a-a680-22f4debccaac.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and...</itunes:subtitle><itunes:summary><![CDATA[Si Beales, founder of Future Skills Club, and a former principal lecturer at Nottingham Trent University’s School of Art and Design, breaks down how employees in traditionally non-design focused industries can learn creative skills through design, and improve their communication and job prospects in any sector. Creativity and design skills may not spring to mind as “necessary” credentials when applying for roles within non-design focused industries. However, the ability to think creatively and the tools learned through an education in design can actually boost productivity and collaboration across all sectors. It can help you think outside of the box, allow you to break down problems and solve them creatively, and encourages you to share ideas in a more accessible way. All of these skills reflect what employers are looking for no matter their sector, and often they can hold much more weight than just having the practical skills to complete the job. Ultimately having strong creative skills can improve a person’s job prospects in any sector.But is creativity an innate quality, and to what extent can it be taught?Losing creativityI recently spoke in a report by Serif, developers of the Affinity creative software, on the power that learning design skills can have on students from any course – regardless of the relation to design. Creativity is about looking at things from a different perspective, deconstructing everything, pulling it apart and seeing how things could be done better. Typically, most people are very creative when they’re young, but over time they lose the idea of being disruptive or trying to improve things – they’re nervous of failure and experimentation. We’re told to specialise in a certain subject or way of thinking really early, which means that people are almost scared to be creative if they haven’t been defined as an ‘artist’ or ‘designer’ during those formative years. Even if they might still have that spark within them among other interests and talents.The ‘Nature and Nurture: How universities can help everyone learn design skills’ report highlights how important design skills are to a growing number of roles today – and why university is the perfect place to develop them and cultivate creativity, whether or not a student chooses a design-related course. Many universities in the UK boast state-of-the-art kit, including computers and creative software for students to use on coursework, portfolio building and other projects. But often it’s only design students who have access to them.Non-design students still need to learn the skills of putting together a professional-looking résumé, or creating presentations when looking for work. Even when they’re working their role might require them to create reports, explain complex ideas to clients in industries like construction or create impactful marketing, social media or sales materials.Having access to professional-grade software at an affordable price becomes crucial to helping them develop and stand out.Learning new skills and habitsWhen teaching the creative process it’s possible to break it down into relatively simple habits. The first thing is having curiosity – opening your eyes to what’s out there already to borrow, steal or remix, and experiment with your own style. To do this you need to be able to explore, identify opportunities and look at trends.Some people will naturally be able to do all of these things but I believe, if it doesn’t come natural to them, then it can be developed over time. This is what university is about – experimentation and practice, discovering what you’re passionate about and finding a flow. It’s a place where you can meet people with different experiences, collaborate with peers and experts and learn from each other. It can also help you develop the hard skills needed for whatever discipline you’re studying. And when the courses are good and built with all this in mind, there’s no question that university can be incredibly...]]></itunes:summary><itunes:duration>338</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Educating for a Greener Future: How to Teach Sustainability</title><link>https://www.spreaker.com/episode/educating-for-a-greener-future-how-to-teach-sustainability--58081833</link><description><![CDATA[In this article, Zoe writes about how everyone in the education sector, from schools and pupils to publishers, can be agents for sustainability.Empowering Young Minds for SustainabilityYoung people are disproportionately affected by the climate crisis, and upholding their rights to a clean, healthy, and sustainable planet should be at the heart of the United Nations Framework Convention on Climate Change. This was the rallying cry of UNICEF’s Deputy Executive Director Kitty van der Heijden in the lead-up to COP28.More and more teachers have been telling us that they want to bring sustainability into the classroom but aren’t sure how, especially without worsening climate anxiety. As a publisher for school-age children in over 150 countries, our expertise is in developing and designing educational resources to prepare the scientists, writers, humanists, historians, and mathematicians of the future. From helping schools and teachers to consider how to minimize waste, to exploring set topics through the lens of environmental impact, we can empower learners to play an active role in designing a more sustainable future for themselves. Whilst we should not shift responsibility for solving this crisis onto the shoulders of future generations, hope abounds in the resourcefulness and motivation demonstrated by young people around the world.Fostering Innovation: Students Leading the ChangeAs Director of Sustainability at Oxford University Press, I was asked to judge submissions made by over 600 young people to the Climate Change Challenge organised by Oxford University’s Saïd Business School earlier this year. With proposals as varied as drip irrigation, using fungi to repress mosquito populations, and new methods to produce sustainable and affordable fertiliser, the submissions served to reaffirm my confidence that young people are key to unlocking solutions for the world’s biggest challenges.At OUP, we’re committed to operating sustainably and have established plans to reduce our impacts on climate and nature. However, I would argue that our biggest opportunity to make a positive impact on people and planet comes from our commitment to publishing with purpose — including through our educational content for younger learners.For example, we worked with the Organisation for Economic Co-operation and Development to prepare the PISA 2025 Science Framework – launched earlier this year – that will help policy makers understand the capabilities and progress of 15-year-olds worldwide.At the heart of the Framework is the call to shape science-literate citizens who can make informed decisions in their day-to-day lives and advocate for decisions and action informed by science, including for environmental change, and with a renewed emphasis that future skills such as critical thinking, creativity, and communication are key.Nurturing Eco-Conscious Minds: The Oxford International CurriculumWe’ve brought this same approach to a new sustainability theme for the Oxford International Curriculum, an interdisciplinary curriculum that integrates science, technology, engineering, the arts, and mathematics (STEAM).Sustainability has been added for existing and new schools offering the Curriculum for April 2024, equipping students to grapple with the challenges that characterize the shift toward sustainable living on planet Earth while strengthening their connections to their local community and to nature.In developing this theme alongside a group of education experts from around the world, I was excited by some of the practical ideas to make sustainability relevant and engaging in the classroom — for example:By witnessing and understanding more about the operational side of their school, students can become active participants in the decision-making process for a more sustainable future. For example, by explaining to students how the school purchases and uses resources, and creates waste, can empower them, as well as being useful for teachers and operational...]]></description><guid isPermaLink="false">mL6P059A</guid><pubDate>Thu, 21 Dec 2023 08:46:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58081833/w0h5pmhbg7us4ran0sgdrnyv9nppkgxa1wzdwsfx.mp3" length="1124160" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da7bd34b-3f01-45fb-b23b-f933735c059f/da7bd34b-3f01-45fb-b23b-f933735c059f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da7bd34b-3f01-45fb-b23b-f933735c059f/da7bd34b-3f01-45fb-b23b-f933735c059f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da7bd34b-3f01-45fb-b23b-f933735c059f/da7bd34b-3f01-45fb-b23b-f933735c059f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Zoe writes about how everyone in the education sector, from schools and pupils to publishers, can be agents for sustainability.Empowering Young Minds for SustainabilityYoung people are disproportionately affected by the climate...</itunes:subtitle><itunes:summary><![CDATA[In this article, Zoe writes about how everyone in the education sector, from schools and pupils to publishers, can be agents for sustainability.Empowering Young Minds for SustainabilityYoung people are disproportionately affected by the climate crisis, and upholding their rights to a clean, healthy, and sustainable planet should be at the heart of the United Nations Framework Convention on Climate Change. This was the rallying cry of UNICEF’s Deputy Executive Director Kitty van der Heijden in the lead-up to COP28.More and more teachers have been telling us that they want to bring sustainability into the classroom but aren’t sure how, especially without worsening climate anxiety. As a publisher for school-age children in over 150 countries, our expertise is in developing and designing educational resources to prepare the scientists, writers, humanists, historians, and mathematicians of the future. From helping schools and teachers to consider how to minimize waste, to exploring set topics through the lens of environmental impact, we can empower learners to play an active role in designing a more sustainable future for themselves. Whilst we should not shift responsibility for solving this crisis onto the shoulders of future generations, hope abounds in the resourcefulness and motivation demonstrated by young people around the world.Fostering Innovation: Students Leading the ChangeAs Director of Sustainability at Oxford University Press, I was asked to judge submissions made by over 600 young people to the Climate Change Challenge organised by Oxford University’s Saïd Business School earlier this year. With proposals as varied as drip irrigation, using fungi to repress mosquito populations, and new methods to produce sustainable and affordable fertiliser, the submissions served to reaffirm my confidence that young people are key to unlocking solutions for the world’s biggest challenges.At OUP, we’re committed to operating sustainably and have established plans to reduce our impacts on climate and nature. However, I would argue that our biggest opportunity to make a positive impact on people and planet comes from our commitment to publishing with purpose — including through our educational content for younger learners.For example, we worked with the Organisation for Economic Co-operation and Development to prepare the PISA 2025 Science Framework – launched earlier this year – that will help policy makers understand the capabilities and progress of 15-year-olds worldwide.At the heart of the Framework is the call to shape science-literate citizens who can make informed decisions in their day-to-day lives and advocate for decisions and action informed by science, including for environmental change, and with a renewed emphasis that future skills such as critical thinking, creativity, and communication are key.Nurturing Eco-Conscious Minds: The Oxford International CurriculumWe’ve brought this same approach to a new sustainability theme for the Oxford International Curriculum, an interdisciplinary curriculum that integrates science, technology, engineering, the arts, and mathematics (STEAM).Sustainability has been added for existing and new schools offering the Curriculum for April 2024, equipping students to grapple with the challenges that characterize the shift toward sustainable living on planet Earth while strengthening their connections to their local community and to nature.In developing this theme alongside a group of education experts from around the world, I was excited by some of the practical ideas to make sustainability relevant and engaging in the classroom — for example:By witnessing and understanding more about the operational side of their school, students can become active participants in the decision-making process for a more sustainable future. For example, by explaining to students how the school purchases and uses resources, and creates waste, can empower them, as well as being useful for teachers and...]]></itunes:summary><itunes:duration>282</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The Value of Appreciation</title><link>https://www.spreaker.com/episode/the-value-of-appreciation--58070148</link><description><![CDATA[According to a study by the HAAS School of Business at UC Berkeley, when people are recognised for their work, they are 23% more effective and productive compared to those not receiving recognition. People who feel valued and appreciated by their manager and team are 43% more effective and productive – delivering nearly twice the impact. That’s the quantifiable value of appreciation.In the present climate, as wellbeing in the education sector continues to spiral downwards, we may well feel underappreciated by key stakeholders, including government and some parents. However, if we feel appreciated in our workplace by leaders and colleagues, this can give a huge boost to our wellbeing and mental health.Appreciation makes us feel good – it’s a physiological reaction which creates that feeling, the hypothalamus releases dopamine, the ‘feel-good’ neurotransmitter. Appreciation has a very positive effect on a person’s wellness – it can improve sleep habits, increase metabolism, and reduce stress.As a contributor to improved employee wellbeing, appreciation also directly impacts work habits – improved teacher engagement means greater productivity and more effective performance, which all go towards improved student outcomes.Creating a culture of appreciation is one course of action that school and college leaders can take that will deliver long-term improvement.Appreciation mattersThe impact of appreciation goes even further, with staff developing a stronger sense of belonging, loyalty and commitment. It increases their sense of value and promotes positive behaviours. Employees who are authentically and specifically thanked for their efforts or praised for their performance, report higher levels of engagement in their work and increased motivation to collaborate with their colleagues.Developing a culture of appreciation, builds a better work environment, where staff can do their best work and are more likely to stay. It also:Increases employee satisfaction and moraleDecreases absenteeism and reduces costs associated with coverImproves employee retention and reduces recruitment needs and costsImproves teaching and learningPromotes more effective communicationImproves co-operation and collaborationReduces undesirable emotions, for example, perceptions of injustice.Top tips for creating a culture of appreciationCreating a culture of appreciation takes deliberate, consistent effort. Here are 6 steps to help leaders take action:1. Be authenticMany people have the innate ability to distinguish between authentic and tokenistic appreciation. Genuine appreciation and acknowledgement of hard work can go a long way in boosting morale amongst faculty and staff, while insincere appreciation often falls flat.Recognise the individual’s contribution and be grateful for the time and effort they put in to accomplish it. This means it must be personal and specific – it can’t be general or vague. ‘Thanks for all you do’, will not illicit the same response as a statement of thanks that includes exactly what that person did and why you appreciate it. ‘Thanks for the way you planned and organised the event last week. We received fantastic feedback on its success and the students had a wonderful experience. This wouldn’t have been possible without you.’2. Make appreciation a daily habitWhile formal recognition programmes have their place, small gestures of appreciation create wider ripples. Where it is communicated in the moment, while it may be unexpected, it is likely to be highly effective. Embedding this type of praise into each day and catching multiple people ‘doing things right’, helps it to become part of the daily life and the culture.Set a goal of catching at least one person doing something right each day and ideally show your appreciation in person – failing that, a handwritten note as a backup is much better than an email. Ensure you include support staff and non-teaching staff so everyone feels included.3. Provide focused training for all lead...]]></description><guid isPermaLink="false">VxGMdBzW</guid><pubDate>Wed, 20 Dec 2023 11:21:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58070148/fwz1plvpy0zlku0asslxqrncrw5ii7artkiuofts.mp3" length="1535424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bcd113b1-dcd3-4318-ba79-9a46765c6e58/bcd113b1-dcd3-4318-ba79-9a46765c6e58.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bcd113b1-dcd3-4318-ba79-9a46765c6e58/bcd113b1-dcd3-4318-ba79-9a46765c6e58.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bcd113b1-dcd3-4318-ba79-9a46765c6e58/bcd113b1-dcd3-4318-ba79-9a46765c6e58.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>According to a study by the HAAS School of Business at UC Berkeley, when people are recognised for their work, they are 23% more effective and productive compared to those not receiving recognition. People who feel valued and appreciated by their...</itunes:subtitle><itunes:summary><![CDATA[According to a study by the HAAS School of Business at UC Berkeley, when people are recognised for their work, they are 23% more effective and productive compared to those not receiving recognition. People who feel valued and appreciated by their manager and team are 43% more effective and productive – delivering nearly twice the impact. That’s the quantifiable value of appreciation.In the present climate, as wellbeing in the education sector continues to spiral downwards, we may well feel underappreciated by key stakeholders, including government and some parents. However, if we feel appreciated in our workplace by leaders and colleagues, this can give a huge boost to our wellbeing and mental health.Appreciation makes us feel good – it’s a physiological reaction which creates that feeling, the hypothalamus releases dopamine, the ‘feel-good’ neurotransmitter. Appreciation has a very positive effect on a person’s wellness – it can improve sleep habits, increase metabolism, and reduce stress.As a contributor to improved employee wellbeing, appreciation also directly impacts work habits – improved teacher engagement means greater productivity and more effective performance, which all go towards improved student outcomes.Creating a culture of appreciation is one course of action that school and college leaders can take that will deliver long-term improvement.Appreciation mattersThe impact of appreciation goes even further, with staff developing a stronger sense of belonging, loyalty and commitment. It increases their sense of value and promotes positive behaviours. Employees who are authentically and specifically thanked for their efforts or praised for their performance, report higher levels of engagement in their work and increased motivation to collaborate with their colleagues.Developing a culture of appreciation, builds a better work environment, where staff can do their best work and are more likely to stay. It also:Increases employee satisfaction and moraleDecreases absenteeism and reduces costs associated with coverImproves employee retention and reduces recruitment needs and costsImproves teaching and learningPromotes more effective communicationImproves co-operation and collaborationReduces undesirable emotions, for example, perceptions of injustice.Top tips for creating a culture of appreciationCreating a culture of appreciation takes deliberate, consistent effort. Here are 6 steps to help leaders take action:1. Be authenticMany people have the innate ability to distinguish between authentic and tokenistic appreciation. Genuine appreciation and acknowledgement of hard work can go a long way in boosting morale amongst faculty and staff, while insincere appreciation often falls flat.Recognise the individual’s contribution and be grateful for the time and effort they put in to accomplish it. This means it must be personal and specific – it can’t be general or vague. ‘Thanks for all you do’, will not illicit the same response as a statement of thanks that includes exactly what that person did and why you appreciate it. ‘Thanks for the way you planned and organised the event last week. We received fantastic feedback on its success and the students had a wonderful experience. This wouldn’t have been possible without you.’2. Make appreciation a daily habitWhile formal recognition programmes have their place, small gestures of appreciation create wider ripples. Where it is communicated in the moment, while it may be unexpected, it is likely to be highly effective. Embedding this type of praise into each day and catching multiple people ‘doing things right’, helps it to become part of the daily life and the culture.Set a goal of catching at least one person doing something right each day and ideally show your appreciation in person – failing that, a handwritten note as a backup is much better than an email. Ensure you include support staff and non-teaching staff so everyone feels included.3. Provide focused training for all...]]></itunes:summary><itunes:duration>384</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The Quest for Innovation: Tales of Entrepreneurial Triumphs</title><link>https://www.spreaker.com/episode/the-quest-for-innovation-tales-of-entrepreneurial-triumphs--58070147</link><description><![CDATA[This article celebrates the remarkable achievements of women in the tech industry, showcasing their entrepreneurial spirit, contributions to innovation, and the transformative impact of diversity. It highlights their stories, challenges, and the WomenTech Network’s role in empowering and connecting women to drive change and shape a more inclusive future in technology.Amidst the dynamic shifts brought about by rapid technological advancements, an exceptional tale of empowerment and ingenuity takes center stage. Women in the tech realm are not simply participants; they are architects, infusing this narrative with their resilience, originality, and entrepreneurial zeal. Encompassing emerging startups to well-established tech giants, these pioneering women are embarking on a journey of innovation, reshaping conventions, and leaving an indelible mark on the evolving tech landscapeUnleashing the Power of Diversity in TechThe journey of women in tech has been a testament to their unwavering determination and passion for technology. The underrepresentation of women in the field has long been a concern, but today, a transformative shift is taking place. The WomenTech Network, a pioneering community, is at the forefront of driving change by fostering an environment that supports, uplifts, and celebrates women in tech.Diversity is a wellspring of innovation, and the presence of women in tech brings fresh perspectives to the table. The diverse experiences and viewpoints of women add depth to problem-solving and encourage out-of-the-box thinking. The tech industry thrives on innovation, and when women contribute their unique insights, they drive the creation of more inclusive and effective solutions.Breaking Barriers: Women Pioneers in TechThroughout history, women have defied convention and pushed boundaries, proving that innovation knows no gender. Ada Lovelace, often regarded as the world’s first computer programmer, paved the way for future generations of women in tech. Fast forward to the present, and the stories of women like Grace Hopper, who coined the term “debugging,” and Hedy Lamarr, whose pioneering work laid the foundation for Wi-Fi and Bluetooth technologies, continue to inspire.In today’s landscape, countless women are forging their own paths in tech. Take, for instance, Jane Chen, Co-Founder of Embrace Innovations, whose low-cost infant warmer has saved the lives of countless premature babies in developing countries. Women like Reshma Saujani, Founder of Girls Who Code, are tirelessly working to close the gender gap in tech by empowering young girls with coding skills and confidence. These stories showcase the profound impact women can have when they combine their passion for tech with a commitment to innovation.Entrepreneurial Spirit: Navigating Challenges, Seizing OpportunitiesThe road to innovation is often paved with challenges, but it’s the entrepreneurial spirit of women in tech that propels them forward. Starting a tech business requires not only technical expertise but also a deep understanding of market dynamics and a keen sense of innovation. Women entrepreneurs in tech, like Jessica Matthews of Uncharted Power, are leading the way by leveraging their unique insights to develop groundbreaking solutions that address real-world problems.The journey of an entrepreneur is rife with uncertainties, but the ability to persevere and adapt is what sets these women apart. Resilience in the face of adversity and the willingness to learn from failures are essential traits that drive innovation. From securing funding in a male-dominated investor landscape to navigating the intricacies of product development, women in tech are proving that they have the mettle to succeed.Collaboration and Mentorship: Nurturing the Next GenerationOne of the pillars of the WomenTech Network’s mission is mentorship. The value of experienced professionals guiding and supporting emerging talents cannot be overstated. Mentorship not only accelerates...]]></description><guid isPermaLink="false">X9E8VRxQ</guid><pubDate>Wed, 20 Dec 2023 11:15:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58070147/6bpceuvpp60dejeowei4ajag1atekcebwf1ayjav.mp3" length="1391808" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b8186364-89ed-49a5-a8d6-07d67aed1dcc/b8186364-89ed-49a5-a8d6-07d67aed1dcc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b8186364-89ed-49a5-a8d6-07d67aed1dcc/b8186364-89ed-49a5-a8d6-07d67aed1dcc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b8186364-89ed-49a5-a8d6-07d67aed1dcc/b8186364-89ed-49a5-a8d6-07d67aed1dcc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article celebrates the remarkable achievements of women in the tech industry, showcasing their entrepreneurial spirit, contributions to innovation, and the transformative impact of diversity. It highlights their stories, challenges, and the...</itunes:subtitle><itunes:summary><![CDATA[This article celebrates the remarkable achievements of women in the tech industry, showcasing their entrepreneurial spirit, contributions to innovation, and the transformative impact of diversity. It highlights their stories, challenges, and the WomenTech Network’s role in empowering and connecting women to drive change and shape a more inclusive future in technology.Amidst the dynamic shifts brought about by rapid technological advancements, an exceptional tale of empowerment and ingenuity takes center stage. Women in the tech realm are not simply participants; they are architects, infusing this narrative with their resilience, originality, and entrepreneurial zeal. Encompassing emerging startups to well-established tech giants, these pioneering women are embarking on a journey of innovation, reshaping conventions, and leaving an indelible mark on the evolving tech landscapeUnleashing the Power of Diversity in TechThe journey of women in tech has been a testament to their unwavering determination and passion for technology. The underrepresentation of women in the field has long been a concern, but today, a transformative shift is taking place. The WomenTech Network, a pioneering community, is at the forefront of driving change by fostering an environment that supports, uplifts, and celebrates women in tech.Diversity is a wellspring of innovation, and the presence of women in tech brings fresh perspectives to the table. The diverse experiences and viewpoints of women add depth to problem-solving and encourage out-of-the-box thinking. The tech industry thrives on innovation, and when women contribute their unique insights, they drive the creation of more inclusive and effective solutions.Breaking Barriers: Women Pioneers in TechThroughout history, women have defied convention and pushed boundaries, proving that innovation knows no gender. Ada Lovelace, often regarded as the world’s first computer programmer, paved the way for future generations of women in tech. Fast forward to the present, and the stories of women like Grace Hopper, who coined the term “debugging,” and Hedy Lamarr, whose pioneering work laid the foundation for Wi-Fi and Bluetooth technologies, continue to inspire.In today’s landscape, countless women are forging their own paths in tech. Take, for instance, Jane Chen, Co-Founder of Embrace Innovations, whose low-cost infant warmer has saved the lives of countless premature babies in developing countries. Women like Reshma Saujani, Founder of Girls Who Code, are tirelessly working to close the gender gap in tech by empowering young girls with coding skills and confidence. These stories showcase the profound impact women can have when they combine their passion for tech with a commitment to innovation.Entrepreneurial Spirit: Navigating Challenges, Seizing OpportunitiesThe road to innovation is often paved with challenges, but it’s the entrepreneurial spirit of women in tech that propels them forward. Starting a tech business requires not only technical expertise but also a deep understanding of market dynamics and a keen sense of innovation. Women entrepreneurs in tech, like Jessica Matthews of Uncharted Power, are leading the way by leveraging their unique insights to develop groundbreaking solutions that address real-world problems.The journey of an entrepreneur is rife with uncertainties, but the ability to persevere and adapt is what sets these women apart. Resilience in the face of adversity and the willingness to learn from failures are essential traits that drive innovation. From securing funding in a male-dominated investor landscape to navigating the intricacies of product development, women in tech are proving that they have the mettle to succeed.Collaboration and Mentorship: Nurturing the Next GenerationOne of the pillars of the WomenTech Network’s mission is mentorship. The value of experienced professionals guiding and supporting emerging talents cannot be overstated. Mentorship not only...]]></itunes:summary><itunes:duration>348</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>bonus</itunes:episodeType></item><item><title>Inclusive Leadership and Culture in the Further Education and Skills Sector: Inclusive Culture</title><link>https://www.spreaker.com/episode/inclusive-leadership-and-culture-in-the-further-education-and-skills-sector-inclusive-culture--58056259</link><description><![CDATA[We’re continuing our conversation with two successful leaders in the further education and skills sector who are passionate about inclusive leadership; Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal and CEO at Loughborough College, and recently appointed as Loughborough University’s Pro Vice Chancellor for Sport. In the final part of our conversation, they discuss the role of leadership in creating an inclusive culture.What can we do to champion a culture that celebrates diversity and supports equity, inclusion, and belonging within the sector?JM: We’ve got to move beyond just championing it. It’s about the practical things that we are actually doing. At Loughborough College, we did some work with Investors In Diversity where we reflected and looked at the whole of the college, having some really authentic conversations at every level to assess where we were. Eighteen months later we obtained Investors In Diversity accreditation and we’re now looking at Leaders In Diversity. As a team we really felt we were moving forwards and making great progress. We looked at our policies, strategies, and initiatives right across the college. But it’s really about showing what you’re doing. For example, in our polices, being able to demonstrate here are five lessons in our curriculum that show how we’re being inclusive. You must be able to demonstrate how you’re creating a diverse, equal and inclusive culture throughout the whole organisation, otherwise championing becomes tokenistic.KK: For me there is a clear distinction that all organisations and leaders need to make between being a mentor and being a sponsor. We often approach inclusive leadership in a mentoring kind of way. We might say “I know about inclusive leadership because I’ve read a lot about it, I’ve been inclusive before and I’m an inclusive person myself, therefore, this is what it looks like”. Whereas the sponsor approach would be to say, “actually I don’t know what it looks like, but as the sponsor I’ll create the environment for you to come and tell me”. This way is much more open and inclusive rather than saying to people “this is how you do it”. It’s about asking what it is you need from me as a sponsor to support you and make you feel included?Inclusive leadership is not about an HR system or process, it’s a lot more than that.It’s the outcomes you want to see across your organisation. In the case of the ETF a good inclusive outcome for us would be that all our programmes feel, are led by, and impact a diverse group of individuals. That the individuals who participate in our programmes feel those who support them, whether they are a trainer or part of the administration team, represent the communities and society that we serve.There is a tendency to say “oh, it’s hard, I don’t know what to do”. But we need to push ourselves and ask people what they need, which is why the role of sponsor as opposed to mentor is important to me.Unfortunately, there might still be unconscious bias or even microaggressions present within a further education and skills organisation. What are the best ways to address this, and engage with staff on subjects that may be hard to talk about or share?JM: We talked earlier about creating a culture of trust and removing the outrage but not the rage. We’ve got to be able to have balanced, evidence based academic debates.We’ve got to be able to listen to other people and we’ve got to learn and to try and have a growth mindset. It’s about that learning approach and mentality.KK: I agree and it’s also about calling out the bad practices, exposing them and saying “do you realise what this is? do you understand the impact this has?” But trying to do it in a non-confrontational way.JM: There’s a really great example recently in the Premier League; Aaron Ramsdale, the Arsenal goalkeeper, talked about how he’s not going to let microaggressions go anymore. His brother is gay, and he feels that he should ha...]]></description><guid isPermaLink="false">Y9gD2vzk</guid><pubDate>Tue, 19 Dec 2023 09:21:56 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58056259/qczhx8swdvdbhypcovmcbx8rmua8m88t4xkcjm3p.mp3" length="1612320" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/769e513f-d41d-45bc-b316-35e9d1a28cf7/769e513f-d41d-45bc-b316-35e9d1a28cf7.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/769e513f-d41d-45bc-b316-35e9d1a28cf7/769e513f-d41d-45bc-b316-35e9d1a28cf7.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/769e513f-d41d-45bc-b316-35e9d1a28cf7/769e513f-d41d-45bc-b316-35e9d1a28cf7.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>We’re continuing our conversation with two successful leaders in the further education and skills sector who are passionate about inclusive leadership; Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal...</itunes:subtitle><itunes:summary><![CDATA[We’re continuing our conversation with two successful leaders in the further education and skills sector who are passionate about inclusive leadership; Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal and CEO at Loughborough College, and recently appointed as Loughborough University’s Pro Vice Chancellor for Sport. In the final part of our conversation, they discuss the role of leadership in creating an inclusive culture.What can we do to champion a culture that celebrates diversity and supports equity, inclusion, and belonging within the sector?JM: We’ve got to move beyond just championing it. It’s about the practical things that we are actually doing. At Loughborough College, we did some work with Investors In Diversity where we reflected and looked at the whole of the college, having some really authentic conversations at every level to assess where we were. Eighteen months later we obtained Investors In Diversity accreditation and we’re now looking at Leaders In Diversity. As a team we really felt we were moving forwards and making great progress. We looked at our policies, strategies, and initiatives right across the college. But it’s really about showing what you’re doing. For example, in our polices, being able to demonstrate here are five lessons in our curriculum that show how we’re being inclusive. You must be able to demonstrate how you’re creating a diverse, equal and inclusive culture throughout the whole organisation, otherwise championing becomes tokenistic.KK: For me there is a clear distinction that all organisations and leaders need to make between being a mentor and being a sponsor. We often approach inclusive leadership in a mentoring kind of way. We might say “I know about inclusive leadership because I’ve read a lot about it, I’ve been inclusive before and I’m an inclusive person myself, therefore, this is what it looks like”. Whereas the sponsor approach would be to say, “actually I don’t know what it looks like, but as the sponsor I’ll create the environment for you to come and tell me”. This way is much more open and inclusive rather than saying to people “this is how you do it”. It’s about asking what it is you need from me as a sponsor to support you and make you feel included?Inclusive leadership is not about an HR system or process, it’s a lot more than that.It’s the outcomes you want to see across your organisation. In the case of the ETF a good inclusive outcome for us would be that all our programmes feel, are led by, and impact a diverse group of individuals. That the individuals who participate in our programmes feel those who support them, whether they are a trainer or part of the administration team, represent the communities and society that we serve.There is a tendency to say “oh, it’s hard, I don’t know what to do”. But we need to push ourselves and ask people what they need, which is why the role of sponsor as opposed to mentor is important to me.Unfortunately, there might still be unconscious bias or even microaggressions present within a further education and skills organisation. What are the best ways to address this, and engage with staff on subjects that may be hard to talk about or share?JM: We talked earlier about creating a culture of trust and removing the outrage but not the rage. We’ve got to be able to have balanced, evidence based academic debates.We’ve got to be able to listen to other people and we’ve got to learn and to try and have a growth mindset. It’s about that learning approach and mentality.KK: I agree and it’s also about calling out the bad practices, exposing them and saying “do you realise what this is? do you understand the impact this has?” But trying to do it in a non-confrontational way.JM: There’s a really great example recently in the Premier League; Aaron Ramsdale, the Arsenal goalkeeper, talked about how he’s not going to let microaggressions go anymore. His brother is gay, and he feels that he...]]></itunes:summary><itunes:duration>404</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Give The Skills Sector The Right Tools To Enable Greater Learner Choice</title><link>https://www.spreaker.com/episode/give-the-skills-sector-the-right-tools-to-enable-greater-learner-choice--58044488</link><description><![CDATA[In the second of five exclusive articles for FE News exploring AELP’s Skills Means Growth vision for a sustainable skills system, Paul Warner outlines how he thinks we should be promoting and enabling greater learner choice.All of us in the skills sector are in the business of empowering learners, whether that is to begin, develop or change careers or achieve personal growth. Now it is time to go one step further and properly embed the principle of promoting and enabling greater learner choice throughout our employer-led skills system.This call stems from a radical yet simple insight. Every individual is unique, with different interests, strengths, aspirations, and timelines. It surely follows that a one-size-fits-all approach to skills development will fall short.The ‘ladder of opportunity’The ‘ladder of opportunity’ is a common metaphor, a favourite of the current Skills Minister, Rt Hon Robert Halfon MP. It is a useful tool to think about how a joined-up skills offer can allow learners to reach new heights. However, it is a simplified model, and doesn’t reflect the unpredictability of life, individual circumstances and a fluctuating job market. A more appropriate analogy might be snakes and ladders where not every step will always mean going higher. For some learners sideways or backwards may also be completely valid moves at different points in their life.Learner choiceThat’s why greater learner choice is one of AELP’s key policy principles, and why we called for it in our “Skills Means Growth” document which we released in September.There have been positive steps in the direction of greater learner choice. The Lifelong Learning Entitlement (LLE) puts more power in the hands of learners, giving them access to finance to study qualifications from levels 4-6 – AELP believes that this will firmly put the adult learner at the centre of a demand-led approach to lifelong learning. However, while the principle is a welcome one, the LLE stops just short of a truly radical policy for all. It is missing the first step on the ladder of opportunity, the ability to access level 2/3 qualifications.In England and Wales, 31.6% of adults do not have a level 3 qualification. These people, the most in need of a radical and flexible skills policy, are shut out of the LLE, and in many cases may therefore be shut out of high-quality employment. Of course, I recognise there are funded programmes for level 3, but availability and choice are limited. If skills policy should prioritise anyone, it should be those it can most help.Putting the foundations in for a greater leaner choiceOne way to empower learners would be a simple extension of the lifelong learner skills accounts, with access to learning at all levels and regions. This would support learners in areas where Adult Education Budget or Free Courses for Jobs funding is sparse.There are however some foundations that would need to be in place for greater learner choice to have maximum impact and protect the learner. First, it would require a system that treats all types of providers with parity. This means giving learners equal access to colleges, universities and independent training providers. Under the Lifelong Learning Bill, independent training providers are likely to have access to a third route for Office for Students (OfS) registration. However, this transition in regulation has been delayed until 2027. Independent training providers, who are ready, must be able to secure OfS registration as soon as possible to give learners maximum choice under the entitlement.A greater need for careers adviceWith greater learner choice also comes a greater need for strong, independent career advice. We know that the Baker Clause requires schools to give equal credence to apprenticeships as they do higher education through multiple “meaningful” interactions, but there is a widely recognised need to go further. To achieve this there is a need for high-quality dedicated careers specialists not only at...]]></description><guid isPermaLink="false">E9boZQzZ</guid><pubDate>Mon, 18 Dec 2023 09:44:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58044488/qo4oom4eip5g7mznl3q1jlxitwthxtedo8mqcqyw.mp3" length="1145952" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4140e4f2-288c-4087-9921-f3003a6e4b3a/4140e4f2-288c-4087-9921-f3003a6e4b3a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4140e4f2-288c-4087-9921-f3003a6e4b3a/4140e4f2-288c-4087-9921-f3003a6e4b3a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4140e4f2-288c-4087-9921-f3003a6e4b3a/4140e4f2-288c-4087-9921-f3003a6e4b3a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In the second of five exclusive articles for FE News exploring AELP’s Skills Means Growth vision for a sustainable skills system, Paul Warner outlines how he thinks we should be promoting and enabling greater learner choice.All of us in the skills...</itunes:subtitle><itunes:summary><![CDATA[In the second of five exclusive articles for FE News exploring AELP’s Skills Means Growth vision for a sustainable skills system, Paul Warner outlines how he thinks we should be promoting and enabling greater learner choice.All of us in the skills sector are in the business of empowering learners, whether that is to begin, develop or change careers or achieve personal growth. Now it is time to go one step further and properly embed the principle of promoting and enabling greater learner choice throughout our employer-led skills system.This call stems from a radical yet simple insight. Every individual is unique, with different interests, strengths, aspirations, and timelines. It surely follows that a one-size-fits-all approach to skills development will fall short.The ‘ladder of opportunity’The ‘ladder of opportunity’ is a common metaphor, a favourite of the current Skills Minister, Rt Hon Robert Halfon MP. It is a useful tool to think about how a joined-up skills offer can allow learners to reach new heights. However, it is a simplified model, and doesn’t reflect the unpredictability of life, individual circumstances and a fluctuating job market. A more appropriate analogy might be snakes and ladders where not every step will always mean going higher. For some learners sideways or backwards may also be completely valid moves at different points in their life.Learner choiceThat’s why greater learner choice is one of AELP’s key policy principles, and why we called for it in our “Skills Means Growth” document which we released in September.There have been positive steps in the direction of greater learner choice. The Lifelong Learning Entitlement (LLE) puts more power in the hands of learners, giving them access to finance to study qualifications from levels 4-6 – AELP believes that this will firmly put the adult learner at the centre of a demand-led approach to lifelong learning. However, while the principle is a welcome one, the LLE stops just short of a truly radical policy for all. It is missing the first step on the ladder of opportunity, the ability to access level 2/3 qualifications.In England and Wales, 31.6% of adults do not have a level 3 qualification. These people, the most in need of a radical and flexible skills policy, are shut out of the LLE, and in many cases may therefore be shut out of high-quality employment. Of course, I recognise there are funded programmes for level 3, but availability and choice are limited. If skills policy should prioritise anyone, it should be those it can most help.Putting the foundations in for a greater leaner choiceOne way to empower learners would be a simple extension of the lifelong learner skills accounts, with access to learning at all levels and regions. This would support learners in areas where Adult Education Budget or Free Courses for Jobs funding is sparse.There are however some foundations that would need to be in place for greater learner choice to have maximum impact and protect the learner. First, it would require a system that treats all types of providers with parity. This means giving learners equal access to colleges, universities and independent training providers. Under the Lifelong Learning Bill, independent training providers are likely to have access to a third route for Office for Students (OfS) registration. However, this transition in regulation has been delayed until 2027. Independent training providers, who are ready, must be able to secure OfS registration as soon as possible to give learners maximum choice under the entitlement.A greater need for careers adviceWith greater learner choice also comes a greater need for strong, independent career advice. We know that the Baker Clause requires schools to give equal credence to apprenticeships as they do higher education through multiple “meaningful” interactions, but there is a widely recognised need to go further. To achieve this there is a need for high-quality dedicated careers specialists not only...]]></itunes:summary><itunes:duration>287</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Reflections on the AI Safety Summit</title><link>https://www.spreaker.com/episode/reflections-on-the-ai-safety-summit--58044489</link><description><![CDATA[Perhaps the most important aspect of the recent AI Safety Summit (Bletchley Park, 1 &amp; 2 November) was its theatre. Senior policymakers from 28 countries plus the EU attended, roughly half the world’s substantial economies. There were some notable absences, for example, Argentina, Russia, Qatar, and some A listers, such as Joe Biden, did not appear, but by and large both cast and audience were impressive. The Coup de Theatre was holding the show at Bletchley Park, arguably the stage where AI began, perhaps significantly, at a time of war.The topic of AI is hugeThe topic of AI is huge, impossibly beyond the scope of a single conference, and subject to destabilising scare tactics by self-publicists – Elon Musk ‘Hope for the best, but prepare for the worst’, and Nick Clegg warning that governments must prepare for AI being used to interfere with upcoming elections, and the need to cooperate “right now” on the role it will play.Sunak’s team did well to arrive at five coherent objectives within this vast space:A shared understanding of the risks posed by frontier AI and the need for action.A forward process for international collaboration on frontier AI safety, including how best to support national and international frameworks.Appropriate measures which individual organisations should take to increase frontier AI safety.Areas for potential collaboration on AI safety research, including evaluating model capabilities and the development of new standards to support governance.Showcase how ensuring the safe development of AI will enable AI to be used for good globally.These objectives are all pertinent, if bland.The Guardian, 2 November, also identified 5 ‘takeaways’:It was undoubtedly a diplomatic coup, to assemble such a cast.Nevertheless, the real power lies with the US.Musk grabbed the glitzy headlines.There is no consensus on the existential risk: Prepare for a disinformation glut.The need for global action, but countries are moving at their own pace.Undoubtedly the UK has shown leadership here. However, in the long term, is there really a need for yet another global institution? The G20 already has a greater reach and more global support. Developing technology is well within its remit. The Declaration at the end of the Bletchley summit affirms support for the UN Sustainable Development Goals. So do most global entities. Would it not be better to work together as a common body? A global, rather than a western voice?No one knows what’s comingOf course, part of the trouble with pondering AI is that no one knows what’s coming, or even agrees on what intelligence is. Musk likes to give the impression that he knows more than we do: but remember that this is the man who offered a submarine to a cave rescue in Thailand. It is the last of the Guardian’s takeaways that carries the real force. AI, and the developers of AI are not constrained by national boundaries. Attempts at some form of licencing or regulation in one country is countered by a shift in location to another. Any constraints on AI must be international in nature. Hence the need for collaboration, not duplication.The summit was wise to avoid technical issues – the pace of change is just too rapid. But as a result the Declaration sounds vague, unspecific, and hopelessly loquacious, as for example:To realise this, we affirm that, for the good of all, AI should be designed, developed, deployed, and used, in a manner that is safe, in such a way as to be human-centric, trustworthy and responsible.One might as well throw in motherhood and apple pie as wellA recognition that the protection of human rights, transparency and explainability, fairness, accountability, regulation, safety, appropriate human oversight, ethics, bias mitigation, privacy and data protection needs to be addressed. However, the Declaration recognises the risks, and calls for collaborative activity – a balance between as yet unspecified threats and opportunities. It states:Many risks arising from AI are inhe...]]></description><guid isPermaLink="false">Zxn5vGLj</guid><pubDate>Mon, 18 Dec 2023 09:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58044489/qvyjqnvpworwe67ssbn07szjtmj8uq2et20j9soj.mp3" length="1439520" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/436caed3-471a-4036-9ecc-eb3fb1d44d7b/436caed3-471a-4036-9ecc-eb3fb1d44d7b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/436caed3-471a-4036-9ecc-eb3fb1d44d7b/436caed3-471a-4036-9ecc-eb3fb1d44d7b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/436caed3-471a-4036-9ecc-eb3fb1d44d7b/436caed3-471a-4036-9ecc-eb3fb1d44d7b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Perhaps the most important aspect of the recent AI Safety Summit (Bletchley Park, 1 &amp;amp; 2 November) was its theatre. Senior policymakers from 28 countries plus the EU attended, roughly half the world’s substantial economies. There were some notable...</itunes:subtitle><itunes:summary><![CDATA[Perhaps the most important aspect of the recent AI Safety Summit (Bletchley Park, 1 &amp; 2 November) was its theatre. Senior policymakers from 28 countries plus the EU attended, roughly half the world’s substantial economies. There were some notable absences, for example, Argentina, Russia, Qatar, and some A listers, such as Joe Biden, did not appear, but by and large both cast and audience were impressive. The Coup de Theatre was holding the show at Bletchley Park, arguably the stage where AI began, perhaps significantly, at a time of war.The topic of AI is hugeThe topic of AI is huge, impossibly beyond the scope of a single conference, and subject to destabilising scare tactics by self-publicists – Elon Musk ‘Hope for the best, but prepare for the worst’, and Nick Clegg warning that governments must prepare for AI being used to interfere with upcoming elections, and the need to cooperate “right now” on the role it will play.Sunak’s team did well to arrive at five coherent objectives within this vast space:A shared understanding of the risks posed by frontier AI and the need for action.A forward process for international collaboration on frontier AI safety, including how best to support national and international frameworks.Appropriate measures which individual organisations should take to increase frontier AI safety.Areas for potential collaboration on AI safety research, including evaluating model capabilities and the development of new standards to support governance.Showcase how ensuring the safe development of AI will enable AI to be used for good globally.These objectives are all pertinent, if bland.The Guardian, 2 November, also identified 5 ‘takeaways’:It was undoubtedly a diplomatic coup, to assemble such a cast.Nevertheless, the real power lies with the US.Musk grabbed the glitzy headlines.There is no consensus on the existential risk: Prepare for a disinformation glut.The need for global action, but countries are moving at their own pace.Undoubtedly the UK has shown leadership here. However, in the long term, is there really a need for yet another global institution? The G20 already has a greater reach and more global support. Developing technology is well within its remit. The Declaration at the end of the Bletchley summit affirms support for the UN Sustainable Development Goals. So do most global entities. Would it not be better to work together as a common body? A global, rather than a western voice?No one knows what’s comingOf course, part of the trouble with pondering AI is that no one knows what’s coming, or even agrees on what intelligence is. Musk likes to give the impression that he knows more than we do: but remember that this is the man who offered a submarine to a cave rescue in Thailand. It is the last of the Guardian’s takeaways that carries the real force. AI, and the developers of AI are not constrained by national boundaries. Attempts at some form of licencing or regulation in one country is countered by a shift in location to another. Any constraints on AI must be international in nature. Hence the need for collaboration, not duplication.The summit was wise to avoid technical issues – the pace of change is just too rapid. But as a result the Declaration sounds vague, unspecific, and hopelessly loquacious, as for example:To realise this, we affirm that, for the good of all, AI should be designed, developed, deployed, and used, in a manner that is safe, in such a way as to be human-centric, trustworthy and responsible.One might as well throw in motherhood and apple pie as wellA recognition that the protection of human rights, transparency and explainability, fairness, accountability, regulation, safety, appropriate human oversight, ethics, bias mitigation, privacy and data protection needs to be addressed. However, the Declaration recognises the risks, and calls for collaborative activity – a balance between as yet unspecified threats and opportunities. It states:Many risks arising from AI are...]]></itunes:summary><itunes:duration>360</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>An Employer’s Guide to Flexi-Job Apprenticeships</title><link>https://www.spreaker.com/episode/an-employer-s-guide-to-flexi-job-apprenticeships--58017571</link><description><![CDATA[In this article, Sheila discusses the benefits of Flexi-job apprenticeships to businesses that have a non-standard employment model and are looking for top talent. Flexi-job apprenticeships improve social mobility, create opportunities for those who want to pursue their dream career and help to close the digital skills gap.As organisations struggle to equip themselves with digitally skilled staff, research has revealed that 82 percent of advertised openings require some level of digital skills. They must consider alternative ways of finding digital talent.Flexi-job apprenticeships give individuals the chance to pursue their dream careers without any previous experience or qualifications, giving businesses the opportunity to actively help improve social mobility across the UK.The Flexi-job apprenticeship scheme operates on a short-term basis and helps businesses with non-standard employment models work with top apprentices across different industries.Recent government data has shown that apprenticeship starts were down by 3.5 percent compared to the previous year. This shows the need for businesses to introduce more accessible apprenticeship opportunities like the Flexi-job apprenticeship scheme.What is a Flexi-job apprenticeship?Flexi-job apprenticeships are also referred to as portable apprenticeships, as they essentially offer employers a greater level of flexibility with shorter contract lengths.They provide apprentices with the opportunity to pursue a career of their choice without having previous qualifications or experience, giving them the chance to work and learn from multiple organisations.Due to the flexible nature of the Flexi-job apprenticeship scheme, non-standard employers only commit to a three-month contract, reducing commitment and investment. This gives apprentices the opportunity to equip themselves with digital skills such as data analysis as they transition into the workplace.What are Flexi-job apprenticeship agencies?  Flexi-job agencies train apprentices and arrange placements with multiple employers. These agencies will act as longer-term employers of apprentices.While a host business is only committed to short-term contracts with aFlexi-job apprentice, Flexi-job apprenticeship agencies will be considered as their consistent employer, helping candidates land roles and experiences which best suit them and the business.Businesses with non-standard employment models can then rely on these agencies to supply apprentices for these temporary placements.This is a great route for graduates to break into sectors such as technology and develop their skills to thrive in the workplace. In turn, businesses get access to new digital nomads that can help them thrive in a technology driven economy.What are the benefits of Flexi-job apprenticeships?  There are several benefits for businesses to employ Flexi-job apprentices, like having the opportunity to work with top apprentices with a reduced commitment.Unlike the usual 12-month contract with traditional apprenticeships, the Flexi-job apprenticeship only requires a commitment to a minimum three-month contract. Some examples of sectors that would benefit from this flexible contract type would be the technology, creative, digital, energy and financial services sectors.Alongside this, research has shown that 36 percent of all job vacancies in 2022 wereskill-shortage vacancies, which has increased by 14 percent since 2017. Flexi-job apprenticeships help to directly address this gap as this scheme is accessible to a wider range of businesses.The scheme allows businesses to discover promising candidates within a wider talent pool and enrich their teams with new and valuable perspectives, without having to make a large investment.Improving social mobility is a driving factor for the success of Flexi-job apprenticeships. By hiring through a Flexi-job agency, organisations can actively improve the career prospects of individuals from low socio-economic backgrounds.Due to the s...]]></description><guid isPermaLink="false">nzlk4N9R</guid><pubDate>Fri, 15 Dec 2023 11:05:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58017571/hnsusfx570ymfxpaxoedgbshpo9im8uner5uy1bf.mp3" length="1106688" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81dc09fc-8e76-44f0-a348-271875995596/81dc09fc-8e76-44f0-a348-271875995596.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81dc09fc-8e76-44f0-a348-271875995596/81dc09fc-8e76-44f0-a348-271875995596.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81dc09fc-8e76-44f0-a348-271875995596/81dc09fc-8e76-44f0-a348-271875995596.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Sheila discusses the benefits of Flexi-job apprenticeships to businesses that have a non-standard employment model and are looking for top talent. Flexi-job apprenticeships improve social mobility, create opportunities for those who...</itunes:subtitle><itunes:summary><![CDATA[In this article, Sheila discusses the benefits of Flexi-job apprenticeships to businesses that have a non-standard employment model and are looking for top talent. Flexi-job apprenticeships improve social mobility, create opportunities for those who want to pursue their dream career and help to close the digital skills gap.As organisations struggle to equip themselves with digitally skilled staff, research has revealed that 82 percent of advertised openings require some level of digital skills. They must consider alternative ways of finding digital talent.Flexi-job apprenticeships give individuals the chance to pursue their dream careers without any previous experience or qualifications, giving businesses the opportunity to actively help improve social mobility across the UK.The Flexi-job apprenticeship scheme operates on a short-term basis and helps businesses with non-standard employment models work with top apprentices across different industries.Recent government data has shown that apprenticeship starts were down by 3.5 percent compared to the previous year. This shows the need for businesses to introduce more accessible apprenticeship opportunities like the Flexi-job apprenticeship scheme.What is a Flexi-job apprenticeship?Flexi-job apprenticeships are also referred to as portable apprenticeships, as they essentially offer employers a greater level of flexibility with shorter contract lengths.They provide apprentices with the opportunity to pursue a career of their choice without having previous qualifications or experience, giving them the chance to work and learn from multiple organisations.Due to the flexible nature of the Flexi-job apprenticeship scheme, non-standard employers only commit to a three-month contract, reducing commitment and investment. This gives apprentices the opportunity to equip themselves with digital skills such as data analysis as they transition into the workplace.What are Flexi-job apprenticeship agencies?  Flexi-job agencies train apprentices and arrange placements with multiple employers. These agencies will act as longer-term employers of apprentices.While a host business is only committed to short-term contracts with aFlexi-job apprentice, Flexi-job apprenticeship agencies will be considered as their consistent employer, helping candidates land roles and experiences which best suit them and the business.Businesses with non-standard employment models can then rely on these agencies to supply apprentices for these temporary placements.This is a great route for graduates to break into sectors such as technology and develop their skills to thrive in the workplace. In turn, businesses get access to new digital nomads that can help them thrive in a technology driven economy.What are the benefits of Flexi-job apprenticeships?  There are several benefits for businesses to employ Flexi-job apprentices, like having the opportunity to work with top apprentices with a reduced commitment.Unlike the usual 12-month contract with traditional apprenticeships, the Flexi-job apprenticeship only requires a commitment to a minimum three-month contract. Some examples of sectors that would benefit from this flexible contract type would be the technology, creative, digital, energy and financial services sectors.Alongside this, research has shown that 36 percent of all job vacancies in 2022 wereskill-shortage vacancies, which has increased by 14 percent since 2017. Flexi-job apprenticeships help to directly address this gap as this scheme is accessible to a wider range of businesses.The scheme allows businesses to discover promising candidates within a wider talent pool and enrich their teams with new and valuable perspectives, without having to make a large investment.Improving social mobility is a driving factor for the success of Flexi-job apprenticeships. By hiring through a Flexi-job agency, organisations can actively improve the career prospects of individuals from low socio-economic backgrounds.Due to...]]></itunes:summary><itunes:duration>277</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The youth are the future – but they’re just not getting plugged in</title><link>https://www.spreaker.com/episode/the-youth-are-the-future-but-they-re-just-not-getting-plugged-in--58016735</link><description><![CDATA[Jessie Soohyun Park, Head of CSR at Samsung UK looks at social mobility in the UK and what’s holding young people back from joining the buoyant tech industry.Challenges in the UK Job MarketThe rapid advances in technology in the UK should mean the future has never looked brighter for young people. However, the job market paints a very different picture, with 93% of UK businesses feeling the pinch when it comes to finding IT workers. So, what’s the outage? And why aren’t more young people funnelling up through education to capitalise on these top jobs? Especially when the youth of today are the most tech-savvy generation this world has ever seen. Born digitally native, reliant on technology to connect, entertain, and learn.The answer is, sadly, more nuanced than we might realise. Because, despite being hyper-adept at working their way around a smartphone and expertly creating content for social media platforms, young people don’t seem to be taking the next step and looking towards a career in technology. This is perpetuated by the fact that 50% of young people perceive the technology sector to be ‘competitive’, with 28% believing it’s only for people ‘good at maths and science’. Age old stereotypes can be hard to unseat.And that’s before we get to the shocking impact that social mobility is having on the most disadvantaged young people, ‘screening’ out talent from applying for high paid roles in sectors like technology because often, they can’t be what they can’t see. For example, our research showed that one fifth of young people (20%) wouldn’t think about applying for a job if they didn’t know anyone in that career – trapping young people in the social mobility gap, which we know is at its worst level for 50 years.And this is affecting women even more than men. Although more companies are addressing the gender gap in technology, women still only account for around 26% of people working in IT. Whilst this is an improvement from the figure of 19% in 2019, more needs to be done to get to a place of gender balance, and this is a situation that won’t improve without meaningful action.Samsung’s Solve for TomorrowIt’s why programmes like Samsung’s Solve for Tomorrow exist. To prove that young people from all walks of life can come up with ideas that can make a difference in the world through the use of technology. Whether it’s tackling some of young people’s biggest issues in education, sustainability, DE&amp;I or health &amp; wellbeing, Solve for Tomorrow is a leveller when it comes to education and innovation and offers an opportunity for those disenfranchised by more traditional routes into entrepreneurship.But we can’t do this alone, and our partnerships with organisations like InnovateHer and the Social Mobility Foundation are critical to achieving our mission as we focus on engaging more young people that aren’t currently in education, employment or training. Samsung is also a signatory of the Tech Talent Charter, continuing our commitment to address inequality in the UK tech sector and drive inclusivity.Hiring Practices and EducationOne important thing companies can do is to consider hiring practices. Recently, the idea of a true beginner in the corporate world seems to be fading into the past. While the growth of apprenticeships are a welcome move in the right direction, according to non-profit Generation, nearly a third of unsuccessful applicants can’t meet university degree-level requirements. With added demands for behavioural skills such as communication and teamwork, the chance for young people to get into these jobs is further impacted, creating a belief that tech roles are ‘competitive’.At Samsung, we’re working really hard to create in-roads into technology that can be accessed by all. In addition to our Emerging Talent Programme, which includes apprenticeships for young people, our Samsung Pioneers ED&amp;I platform has spearheaded not only mandatory inclusive hiring training and conscious inclusion training, but it...]]></description><guid isPermaLink="false">39DlRr91</guid><pubDate>Fri, 15 Dec 2023 08:45:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58016735/9wj5dbdjhmop4ladsi7vj3vksfde04bucwwm7j8c.mp3" length="1425984" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0abc2bbc-9353-4c53-8515-80ee5f111d57/0abc2bbc-9353-4c53-8515-80ee5f111d57.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0abc2bbc-9353-4c53-8515-80ee5f111d57/0abc2bbc-9353-4c53-8515-80ee5f111d57.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0abc2bbc-9353-4c53-8515-80ee5f111d57/0abc2bbc-9353-4c53-8515-80ee5f111d57.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Jessie Soohyun Park, Head of CSR at Samsung UK looks at social mobility in the UK and what’s holding young people back from joining the buoyant tech industry.Challenges in the UK Job MarketThe rapid advances in technology in the UK should mean the...</itunes:subtitle><itunes:summary><![CDATA[Jessie Soohyun Park, Head of CSR at Samsung UK looks at social mobility in the UK and what’s holding young people back from joining the buoyant tech industry.Challenges in the UK Job MarketThe rapid advances in technology in the UK should mean the future has never looked brighter for young people. However, the job market paints a very different picture, with 93% of UK businesses feeling the pinch when it comes to finding IT workers. So, what’s the outage? And why aren’t more young people funnelling up through education to capitalise on these top jobs? Especially when the youth of today are the most tech-savvy generation this world has ever seen. Born digitally native, reliant on technology to connect, entertain, and learn.The answer is, sadly, more nuanced than we might realise. Because, despite being hyper-adept at working their way around a smartphone and expertly creating content for social media platforms, young people don’t seem to be taking the next step and looking towards a career in technology. This is perpetuated by the fact that 50% of young people perceive the technology sector to be ‘competitive’, with 28% believing it’s only for people ‘good at maths and science’. Age old stereotypes can be hard to unseat.And that’s before we get to the shocking impact that social mobility is having on the most disadvantaged young people, ‘screening’ out talent from applying for high paid roles in sectors like technology because often, they can’t be what they can’t see. For example, our research showed that one fifth of young people (20%) wouldn’t think about applying for a job if they didn’t know anyone in that career – trapping young people in the social mobility gap, which we know is at its worst level for 50 years.And this is affecting women even more than men. Although more companies are addressing the gender gap in technology, women still only account for around 26% of people working in IT. Whilst this is an improvement from the figure of 19% in 2019, more needs to be done to get to a place of gender balance, and this is a situation that won’t improve without meaningful action.Samsung’s Solve for TomorrowIt’s why programmes like Samsung’s Solve for Tomorrow exist. To prove that young people from all walks of life can come up with ideas that can make a difference in the world through the use of technology. Whether it’s tackling some of young people’s biggest issues in education, sustainability, DE&amp;I or health &amp; wellbeing, Solve for Tomorrow is a leveller when it comes to education and innovation and offers an opportunity for those disenfranchised by more traditional routes into entrepreneurship.But we can’t do this alone, and our partnerships with organisations like InnovateHer and the Social Mobility Foundation are critical to achieving our mission as we focus on engaging more young people that aren’t currently in education, employment or training. Samsung is also a signatory of the Tech Talent Charter, continuing our commitment to address inequality in the UK tech sector and drive inclusivity.Hiring Practices and EducationOne important thing companies can do is to consider hiring practices. Recently, the idea of a true beginner in the corporate world seems to be fading into the past. While the growth of apprenticeships are a welcome move in the right direction, according to non-profit Generation, nearly a third of unsuccessful applicants can’t meet university degree-level requirements. With added demands for behavioural skills such as communication and teamwork, the chance for young people to get into these jobs is further impacted, creating a belief that tech roles are ‘competitive’.At Samsung, we’re working really hard to create in-roads into technology that can be accessed by all. In addition to our Emerging Talent Programme, which includes apprenticeships for young people, our Samsung Pioneers ED&amp;I platform has spearheaded not only mandatory inclusive hiring training and conscious inclusion training,...]]></itunes:summary><itunes:duration>357</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The significance of pathways for Digital Credentials</title><link>https://www.spreaker.com/episode/the-significance-of-pathways-for-digital-credentials--58005213</link><description><![CDATA[This article explores how digital credentials can support learners through their whole career journeys by creating full, personalised credential pathways which demonstrate long-term commitment to learning and development. These pathways incentivise learners while also showcasing their progress and the skills that they have developed while following the pathway, helping them to show employers or customers the path they have followed to be fully qualified for a certain job or role.In today’s rapidly evolving educational landscape, traditional markers of learning and achievement are being redefined. In the midst of these changes digital credentials have emerged as powerful tools that not only recognise and validate learners’ accomplishments but also propel them on a journey of lifelong learning. Creating pathways for digital credentials is an essential step towards fostering learner adoption and empowerment. These pathways serve as guiding lights, illuminating the way for individuals to chart their learning journey and personal development.Digital credentials, often in the form of badges, certificates, and micro-credentials, are now gaining prominence thanks to their flexibility and accessibility. However, the true potential of these credentials can best be unlocked when they are organised into set pathways. These pathways act as structured roadmaps, helping learners navigate the vast landscape of educational opportunities and achievements.How digital credentials contribute to the broader mission of educationSome of the ways that they can contribute to the broader mission of education include:Recognition and Motivation: When learners earn digital credentials, they are not merely receiving digital recognition. These credentials represent the real achievements and skills that they have worked towards. By creating pathways to higher level credentials or advanced knowledge for them to follow, learners are more likely to stay motivated and engaged in their learning journeys.Alignment with Goals: Pathways for digital credentials help to align learning objectives with personal and professional goals. Learners can easily see how each credential contributes to their overall development. This alignment can be a powerful motivator, clarifying the “why” of learning and giving every course or module a clear purpose that supports a learner’s overall career goals.Personalised Learning: A major benefit of a digital credential pathway is that it can be personalised to an individual learner, meeting their unique needs. Learners can choose their routes and combinations, ensuring that the educational experience is tailored to their interests and career aspirations, supporting higher engagement and encouraging success.Stackable Credentials: One strength of digital credentials is their “stackability”. Learners can accumulate multiple credentials over time and pathways can show how these credentials can be combined to create comprehensive profiles of skills and knowledge. This is especially important in today’s job market, where the ability to demonstrate a range of competencies is highly valued. Skills in areas including sustainable practices orClear Progression: Pathways offer a visual representation of a learner’s progression. It’s easier to see where the learner is in their journey and what steps are needed to reach the next milestone. This transparency gives learners something to work towards, encouraging them to continue learning.Validation and Trust: For institutions and employers, digital credential pathways provide a clear and verified record of a learner’s accomplishments. The presence of pathways can enhance the visibility of digital credentials as reliable indicators of knowledge and skills throughout a person’s career.Access and Inclusivity: Digital credential pathways can be accessible to a wide range of learners, including those who may not have access to traditional educational institutions. They democratise education by enabling learne...]]></description><guid isPermaLink="false">bzMqD1zQ</guid><pubDate>Thu, 14 Dec 2023 08:54:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/58005213/dtk4o4yitgmxysfa9v7vsathurqiyoeatgm7gnbk.mp3" length="1111776" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c08ac47d-9028-4d69-9ba8-3e5792c9ee67/c08ac47d-9028-4d69-9ba8-3e5792c9ee67.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c08ac47d-9028-4d69-9ba8-3e5792c9ee67/c08ac47d-9028-4d69-9ba8-3e5792c9ee67.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c08ac47d-9028-4d69-9ba8-3e5792c9ee67/c08ac47d-9028-4d69-9ba8-3e5792c9ee67.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article explores how digital credentials can support learners through their whole career journeys by creating full, personalised credential pathways which demonstrate long-term commitment to learning and development. These pathways incentivise...</itunes:subtitle><itunes:summary><![CDATA[This article explores how digital credentials can support learners through their whole career journeys by creating full, personalised credential pathways which demonstrate long-term commitment to learning and development. These pathways incentivise learners while also showcasing their progress and the skills that they have developed while following the pathway, helping them to show employers or customers the path they have followed to be fully qualified for a certain job or role.In today’s rapidly evolving educational landscape, traditional markers of learning and achievement are being redefined. In the midst of these changes digital credentials have emerged as powerful tools that not only recognise and validate learners’ accomplishments but also propel them on a journey of lifelong learning. Creating pathways for digital credentials is an essential step towards fostering learner adoption and empowerment. These pathways serve as guiding lights, illuminating the way for individuals to chart their learning journey and personal development.Digital credentials, often in the form of badges, certificates, and micro-credentials, are now gaining prominence thanks to their flexibility and accessibility. However, the true potential of these credentials can best be unlocked when they are organised into set pathways. These pathways act as structured roadmaps, helping learners navigate the vast landscape of educational opportunities and achievements.How digital credentials contribute to the broader mission of educationSome of the ways that they can contribute to the broader mission of education include:Recognition and Motivation: When learners earn digital credentials, they are not merely receiving digital recognition. These credentials represent the real achievements and skills that they have worked towards. By creating pathways to higher level credentials or advanced knowledge for them to follow, learners are more likely to stay motivated and engaged in their learning journeys.Alignment with Goals: Pathways for digital credentials help to align learning objectives with personal and professional goals. Learners can easily see how each credential contributes to their overall development. This alignment can be a powerful motivator, clarifying the “why” of learning and giving every course or module a clear purpose that supports a learner’s overall career goals.Personalised Learning: A major benefit of a digital credential pathway is that it can be personalised to an individual learner, meeting their unique needs. Learners can choose their routes and combinations, ensuring that the educational experience is tailored to their interests and career aspirations, supporting higher engagement and encouraging success.Stackable Credentials: One strength of digital credentials is their “stackability”. Learners can accumulate multiple credentials over time and pathways can show how these credentials can be combined to create comprehensive profiles of skills and knowledge. This is especially important in today’s job market, where the ability to demonstrate a range of competencies is highly valued. Skills in areas including sustainable practices orClear Progression: Pathways offer a visual representation of a learner’s progression. It’s easier to see where the learner is in their journey and what steps are needed to reach the next milestone. This transparency gives learners something to work towards, encouraging them to continue learning.Validation and Trust: For institutions and employers, digital credential pathways provide a clear and verified record of a learner’s accomplishments. The presence of pathways can enhance the visibility of digital credentials as reliable indicators of knowledge and skills throughout a person’s career.Access and Inclusivity: Digital credential pathways can be accessible to a wide range of learners, including those who may not have access to traditional educational institutions. They democratise education by enabling...]]></itunes:summary><itunes:duration>278</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>£500m worth of AI: Reflecting on the UK’s Unique Future in a Global Tech Race</title><link>https://www.spreaker.com/episode/500m-worth-of-ai-reflecting-on-the-uk-s-unique-future-in-a-global-tech-race--57993516</link><description><![CDATA[£500 million – a figure that’s sparking conversations in the UK’s further education (FE) sector, as the government aims to position the country as a global Artificial Intelligence (AI) hub.This investment, dedicated to establishing new innovation centres, raises important questions for those involved in FE. How will this funding enhance AI education and its integration across various disciplines? And crucially, can the UK truly become a global leader in AI with an investment significantly smaller than that of the US and China?The UK’s AI Investment in Global PerspectiveFor those in the FE sector, the government’s commitment presents both opportunities and challenges. The magnitude of this investment, while substantial by UK standards, is dwarfed by the billions being poured into AI by the U.S. and China.These global giants are not just investing in AI technology; they’re creating expansive ecosystems to foster AI innovation. This context invites a critical assessment of how the UK can leverage its £500 million to make a meaningful impact on the global AI stage.Emphasising Diversity, Equity, and Inclusion in AIOne key area where the UK could make significant strides is in Diversity, Equity, and Inclusion (DEI) within AI. The FE sector, with its diverse student population and vocational focus, is uniquely positioned to address the stark lack of diversity in AI.By integrating AI education more deeply into the FE curriculum and focusing on inclusive training, the UK could cultivate a generation of AI professionals who are not only technically skilled but also attuned to the ethical implications of AI.Bridging the AI Skills Gap through Further EducationMoreover, the role of FE colleges in bridging the AI skills gap cannot be overstated. As AI becomes increasingly embedded in various industries, there is a growing need for a workforce that is AI-literate.FE colleges, known for their practical, career-focused education, could play a crucial role in equipping students with the AI skills necessary for the evolving job market. This approach not only benefits students but also aligns with the industry’s needs, creating a symbiotic relationship between education and the job market.Strategic Focus over Financial MightHowever, it’s important to consider the scale of the challenge. With the U.S. and China investing heavily in AI, the UK’s smaller investment raises questions about its potential to lead on the global stage. The answer may lie in strategic focus rather than sheer financial might. By prioritising DEI and practical AI education in the FE sector, the UK could carve out a niche as a leader in ethical and inclusive AI development.The Future of AI in the UK: Ethical and Skilled Workforce DevelopmentFor educators, administrators, and policymakers in the FE sector, this is a moment of strategic decision-making. The investment could be a catalyst for rethinking how AI is integrated into education, ensuring that it’s a tool for inclusive growth rather than just technological advancement. This approach could set the UK apart, demonstrating that leadership in AI is not just about financial investment but also about the vision to create a diverse, ethical, and skilled AI workforce.Redefining AI Leadership Through Ethical and Inclusive PracticesIn sum, the UK’s investment in AI, while modest in comparison to global counterparts, holds the potential for significant impact. By focusing on DEI and practical AI education within the FE sector, the UK could make meaningful strides in AI development.This approach could redefine what it means to be a leader in AI, emphasizing the importance of ethical considerations and workforce diversity in shaping the future of technology.By Richard Foster-Fletcher, Chair of Morality and Knowledge in Artificial Intelligence (MKAI)]]></description><guid isPermaLink="false">2L8OYQz6</guid><pubDate>Wed, 13 Dec 2023 08:45:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57993516/ossrncgeehqiszkztqghgaftgaisihyxpjvuus2w.mp3" length="889440" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b40cf359-f752-414f-9ee8-8a682934a63e/b40cf359-f752-414f-9ee8-8a682934a63e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b40cf359-f752-414f-9ee8-8a682934a63e/b40cf359-f752-414f-9ee8-8a682934a63e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b40cf359-f752-414f-9ee8-8a682934a63e/b40cf359-f752-414f-9ee8-8a682934a63e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>£500 million – a figure that’s sparking conversations in the UK’s further education (FE) sector, as the government aims to position the country as a global Artificial Intelligence (AI) hub.This investment, dedicated to establishing new innovation...</itunes:subtitle><itunes:summary><![CDATA[£500 million – a figure that’s sparking conversations in the UK’s further education (FE) sector, as the government aims to position the country as a global Artificial Intelligence (AI) hub.This investment, dedicated to establishing new innovation centres, raises important questions for those involved in FE. How will this funding enhance AI education and its integration across various disciplines? And crucially, can the UK truly become a global leader in AI with an investment significantly smaller than that of the US and China?The UK’s AI Investment in Global PerspectiveFor those in the FE sector, the government’s commitment presents both opportunities and challenges. The magnitude of this investment, while substantial by UK standards, is dwarfed by the billions being poured into AI by the U.S. and China.These global giants are not just investing in AI technology; they’re creating expansive ecosystems to foster AI innovation. This context invites a critical assessment of how the UK can leverage its £500 million to make a meaningful impact on the global AI stage.Emphasising Diversity, Equity, and Inclusion in AIOne key area where the UK could make significant strides is in Diversity, Equity, and Inclusion (DEI) within AI. The FE sector, with its diverse student population and vocational focus, is uniquely positioned to address the stark lack of diversity in AI.By integrating AI education more deeply into the FE curriculum and focusing on inclusive training, the UK could cultivate a generation of AI professionals who are not only technically skilled but also attuned to the ethical implications of AI.Bridging the AI Skills Gap through Further EducationMoreover, the role of FE colleges in bridging the AI skills gap cannot be overstated. As AI becomes increasingly embedded in various industries, there is a growing need for a workforce that is AI-literate.FE colleges, known for their practical, career-focused education, could play a crucial role in equipping students with the AI skills necessary for the evolving job market. This approach not only benefits students but also aligns with the industry’s needs, creating a symbiotic relationship between education and the job market.Strategic Focus over Financial MightHowever, it’s important to consider the scale of the challenge. With the U.S. and China investing heavily in AI, the UK’s smaller investment raises questions about its potential to lead on the global stage. The answer may lie in strategic focus rather than sheer financial might. By prioritising DEI and practical AI education in the FE sector, the UK could carve out a niche as a leader in ethical and inclusive AI development.The Future of AI in the UK: Ethical and Skilled Workforce DevelopmentFor educators, administrators, and policymakers in the FE sector, this is a moment of strategic decision-making. The investment could be a catalyst for rethinking how AI is integrated into education, ensuring that it’s a tool for inclusive growth rather than just technological advancement. This approach could set the UK apart, demonstrating that leadership in AI is not just about financial investment but also about the vision to create a diverse, ethical, and skilled AI workforce.Redefining AI Leadership Through Ethical and Inclusive PracticesIn sum, the UK’s investment in AI, while modest in comparison to global counterparts, holds the potential for significant impact. By focusing on DEI and practical AI education within the FE sector, the UK could make meaningful strides in AI development.This approach could redefine what it means to be a leader in AI, emphasizing the importance of ethical considerations and workforce diversity in shaping the future of technology.By Richard Foster-Fletcher, Chair of Morality and Knowledge in Artificial Intelligence (MKAI)]]></itunes:summary><itunes:duration>223</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Inclusive leadership and culture in the further education and skills sector: Inclusive Sector</title><link>https://www.spreaker.com/episode/inclusive-leadership-and-culture-in-the-further-education-and-skills-sector-inclusive-sector--57982331</link><description><![CDATA[We’re continuing our inclusive leadership ‘in conversation’ series with Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal and CEO at Loughborough College, recently appointed as Loughborough University’s Pro Vice Chancellor for Sport. In part two they discuss the importance of inclusive working practices and what an inclusive sector looks like.What inclusive practices do you see working well within the sector and what can we improve?JM:      I think if you’re truly getting it right, when you walk into an organisation, you just feel it. It’s intangible, but you know in your gut that things feel right.As well as working with Investors In Diversity we also became a trauma informed college, which is about removing adverse childhood experiences and barriers for learners joining the college. It involved training all staff and setting the cultural tone of the organisation. We did some psychometric work with our Board of Governors and executive leadership team to really understand everyone’s approach to work – what does a good day look like? What does a bad day look like? How does that affect the teams around you?It’s about seeking individuals’ strengths and looking at how do you turn a strength into a super strength. You might be a super dynamic and cheerful person, and that’s great, but you might not be good at processes. So how can you create a team where you can blend different strengths and make them gel? We’ve had to look at it in a holistic way, and I think for me that’s the key. It’s not in isolation.An example of where we hadn’t done well was not having enough diverse products in our hairdressing salons. So we looked at our procurement and supply chain as well as the curriculum. For me it’s about holistically analysing each aspect of your business and having a strategy for each part.It’s about that feeling in an organisation – do I feel welcomed? Have I got what I need? It then just becomes a natural part of your business.KK:      I’ve worked in many sectors, and I believe that the further education and skills sector is the only one that I can confidently say drives social mobility. I think sometimes we forget this. In my first five months in my role at the ETF, I’ve been out and about talking to sector leaders and colleagues that deliver the training and what I’ve noticed is that social mobility is really apparent.But I also think as you move up the rungs of the ladder into a leadership role in many organisations, you don’t always see the level of diversity that you would expect. I’ve noticed it in the NHS too – you walk into a GP practice, community centre or a hospital, and you see massive diversity in the staff. But you go into the boardroom and you don’t see it – it’s a bit like that in our sector.When I walk onto a college campus, when I start an apprenticeship, when I walk into a pub or care home, where people are learning – how do I make sure we can see that diversity?     I think there’s more work we need to do as leaders to support everyone with their career progression, to help them thrive, be the best in their field and on their social mobility journey.It’s about using the right language that people relate to, and that what they see around them makes them feel included. It’s also about showing strong allyship. I love it when I see men in a room talking about women’s rights or when I see LGBTQ+ colleagues in the room talking about straight rights. It’s not only about what we perceive to be a minoritised group, but also about that global majority.What does an inclusive sector look like to you?JM:      Nationally we’ve got a big job to do on gender pay, and an inclusive sector is one that tangibly removes barriers around pay. In colleges we’re seeing female senior leaders that are doing well. But we also see more female applicants in some of our lower paid roles such as facilities and estate management, customer services and administration. We’re still seeing tradition...]]></description><guid isPermaLink="false">5L3k8DL2</guid><pubDate>Tue, 12 Dec 2023 08:54:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57982331/crqlph6pvvvwjlvu21tdzftc3c9h9pi8las7lr1h.mp3" length="2476512" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0f12a831-ebba-4aef-96f8-0a924592d529/0f12a831-ebba-4aef-96f8-0a924592d529.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0f12a831-ebba-4aef-96f8-0a924592d529/0f12a831-ebba-4aef-96f8-0a924592d529.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0f12a831-ebba-4aef-96f8-0a924592d529/0f12a831-ebba-4aef-96f8-0a924592d529.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>We’re continuing our inclusive leadership ‘in conversation’ series with Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal and CEO at Loughborough College, recently appointed as Loughborough...</itunes:subtitle><itunes:summary><![CDATA[We’re continuing our inclusive leadership ‘in conversation’ series with Dr Katerina Kolyva, CEO of the Education and Training Foundation, and Professor Jo Maher, Principal and CEO at Loughborough College, recently appointed as Loughborough University’s Pro Vice Chancellor for Sport. In part two they discuss the importance of inclusive working practices and what an inclusive sector looks like.What inclusive practices do you see working well within the sector and what can we improve?JM:      I think if you’re truly getting it right, when you walk into an organisation, you just feel it. It’s intangible, but you know in your gut that things feel right.As well as working with Investors In Diversity we also became a trauma informed college, which is about removing adverse childhood experiences and barriers for learners joining the college. It involved training all staff and setting the cultural tone of the organisation. We did some psychometric work with our Board of Governors and executive leadership team to really understand everyone’s approach to work – what does a good day look like? What does a bad day look like? How does that affect the teams around you?It’s about seeking individuals’ strengths and looking at how do you turn a strength into a super strength. You might be a super dynamic and cheerful person, and that’s great, but you might not be good at processes. So how can you create a team where you can blend different strengths and make them gel? We’ve had to look at it in a holistic way, and I think for me that’s the key. It’s not in isolation.An example of where we hadn’t done well was not having enough diverse products in our hairdressing salons. So we looked at our procurement and supply chain as well as the curriculum. For me it’s about holistically analysing each aspect of your business and having a strategy for each part.It’s about that feeling in an organisation – do I feel welcomed? Have I got what I need? It then just becomes a natural part of your business.KK:      I’ve worked in many sectors, and I believe that the further education and skills sector is the only one that I can confidently say drives social mobility. I think sometimes we forget this. In my first five months in my role at the ETF, I’ve been out and about talking to sector leaders and colleagues that deliver the training and what I’ve noticed is that social mobility is really apparent.But I also think as you move up the rungs of the ladder into a leadership role in many organisations, you don’t always see the level of diversity that you would expect. I’ve noticed it in the NHS too – you walk into a GP practice, community centre or a hospital, and you see massive diversity in the staff. But you go into the boardroom and you don’t see it – it’s a bit like that in our sector.When I walk onto a college campus, when I start an apprenticeship, when I walk into a pub or care home, where people are learning – how do I make sure we can see that diversity?     I think there’s more work we need to do as leaders to support everyone with their career progression, to help them thrive, be the best in their field and on their social mobility journey.It’s about using the right language that people relate to, and that what they see around them makes them feel included. It’s also about showing strong allyship. I love it when I see men in a room talking about women’s rights or when I see LGBTQ+ colleagues in the room talking about straight rights. It’s not only about what we perceive to be a minoritised group, but also about that global majority.What does an inclusive sector look like to you?JM:      Nationally we’ve got a big job to do on gender pay, and an inclusive sector is one that tangibly removes barriers around pay. In colleges we’re seeing female senior leaders that are doing well. But we also see more female applicants in some of our lower paid roles such as facilities and estate management, customer services and administration. We’re still seeing...]]></itunes:summary><itunes:duration>620</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Beyond emissions – every job is a green job</title><link>https://www.spreaker.com/episode/beyond-emissions-every-job-is-a-green-job--57982330</link><description><![CDATA[In this article, Raquel Noboa outlines the massive shift underway in education, as organisations rush to understand green skills and embed them into programmes and qualifications alike, and how green skills need to go beyond emissions and renewable industries.The UK government has pledged £4.5 billion over the next five years until 2030, in an effort to attract investments in strategic manufacturing sectors. This includes £2 billion for zero-emission automotive projects, £975 million for aerospace, and £520 million for life sciences, with an additional £960 million allocated for the Green Industries Growth Accelerator focusing on offshore wind, electricity networks, nuclear, CCUS, and hydrogen.But are renewable industry investments the most critical part to the Climate Change Crisis?When we think of green jobs, often people’s minds will leap immediately to solar panels for example, or electric cars, windmills etc.However, are we forgetting about the thousands of roles that don’t fall under areas such as the renewables industry sector?Should they continue with, “business as usual”? With no thought process or framework created to include sustainability within their own operations?Let me give you an example – A commercial kitchen oven can use 38 kWh of electricity to operate. The decision of when that oven is turned on or off is made by a chef who may or may not be aware of the co-relation between using that piece of equipment, the cost to the organisation and the cost to the environment. Keeping this oven off for just 1 extra hour per day, every day over the space of a year, will reduce the kitchen’s electricity usage by 13,870 Kw, reducing CO2 emissions by 4.5 tonnes and generating potential cost savings of £3,700.It is a win for the planet and a win for the organisation that uses that oven for its daily operations.  Why are green skills not being viewed a priority?Knowing what we know about the climate crisis and remembering the chef’s behaviour in my above example, the question that comes to my mind is: “Why are sustainability and resource efficiency not a priority in our education curriculums?”“The 1.5-degree limit is only possible if we ultimately stop burning all fossil fuels.Not reduce.Not abate.  Phaseout – with a clear timeframe aligned with 1.5 degrees.”– António Guterres, Secretary-general, United Nations, opening speechThe abandonment of fossil fuels really means the relinquishing of our global economy as we know it, which will require a change in the way we live and the way we work, transforming into a circular fossil fuel free society.Change is difficult, particularly when it is required on such an enormous scale. Education and training is the only tool we have to make this change occur in a harmonious way.As per an article written by City &amp; Guilds in October:In November 2020 the UK Government announced the Green Jobs Taskforce which was then followed by the 2021 Net Zero strategy. These were both introduced with the goal of helping to prepare businesses and individuals for the changes they would need to make to meet decarbonisation targets.However, a couple of years on there are still many organisations whose employees are not ready to do the “greener jobs” they will need to do to meet environmental targets.In 2021, UNESCO released a report stating that “Education is not giving students sufficient knowledge to adapt, act and respond to climate change.” They urged for our education curriculums to include environmental education worldwide by 2025.The study analysed educational plans and curricula frameworks in close to 50 countries across all regions. More than half made no reference to climate change, while only 19% spoke about biodiversity. The study noted a lack of attention to socio-emotional skills and action-oriented competences that are central to environmental and climate action.In an on-line survey of 1,600 teachers and education leaders conducted for the study, one third of respondents indicated that e...]]></description><guid isPermaLink="false">bLPO4qz5</guid><pubDate>Tue, 12 Dec 2023 08:53:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57982330/dpdvbonbdo0xocwx63shb2g1ttgouhxc91cqbmoi.mp3" length="1911360" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/feb735dd-1d4e-4787-92f4-09a608541613/feb735dd-1d4e-4787-92f4-09a608541613.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/feb735dd-1d4e-4787-92f4-09a608541613/feb735dd-1d4e-4787-92f4-09a608541613.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/feb735dd-1d4e-4787-92f4-09a608541613/feb735dd-1d4e-4787-92f4-09a608541613.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Raquel Noboa outlines the massive shift underway in education, as organisations rush to understand green skills and embed them into programmes and qualifications alike, and how green skills need to go beyond emissions and renewable...</itunes:subtitle><itunes:summary><![CDATA[In this article, Raquel Noboa outlines the massive shift underway in education, as organisations rush to understand green skills and embed them into programmes and qualifications alike, and how green skills need to go beyond emissions and renewable industries.The UK government has pledged £4.5 billion over the next five years until 2030, in an effort to attract investments in strategic manufacturing sectors. This includes £2 billion for zero-emission automotive projects, £975 million for aerospace, and £520 million for life sciences, with an additional £960 million allocated for the Green Industries Growth Accelerator focusing on offshore wind, electricity networks, nuclear, CCUS, and hydrogen.But are renewable industry investments the most critical part to the Climate Change Crisis?When we think of green jobs, often people’s minds will leap immediately to solar panels for example, or electric cars, windmills etc.However, are we forgetting about the thousands of roles that don’t fall under areas such as the renewables industry sector?Should they continue with, “business as usual”? With no thought process or framework created to include sustainability within their own operations?Let me give you an example – A commercial kitchen oven can use 38 kWh of electricity to operate. The decision of when that oven is turned on or off is made by a chef who may or may not be aware of the co-relation between using that piece of equipment, the cost to the organisation and the cost to the environment. Keeping this oven off for just 1 extra hour per day, every day over the space of a year, will reduce the kitchen’s electricity usage by 13,870 Kw, reducing CO2 emissions by 4.5 tonnes and generating potential cost savings of £3,700.It is a win for the planet and a win for the organisation that uses that oven for its daily operations.  Why are green skills not being viewed a priority?Knowing what we know about the climate crisis and remembering the chef’s behaviour in my above example, the question that comes to my mind is: “Why are sustainability and resource efficiency not a priority in our education curriculums?”“The 1.5-degree limit is only possible if we ultimately stop burning all fossil fuels.Not reduce.Not abate.  Phaseout – with a clear timeframe aligned with 1.5 degrees.”– António Guterres, Secretary-general, United Nations, opening speechThe abandonment of fossil fuels really means the relinquishing of our global economy as we know it, which will require a change in the way we live and the way we work, transforming into a circular fossil fuel free society.Change is difficult, particularly when it is required on such an enormous scale. Education and training is the only tool we have to make this change occur in a harmonious way.As per an article written by City &amp; Guilds in October:In November 2020 the UK Government announced the Green Jobs Taskforce which was then followed by the 2021 Net Zero strategy. These were both introduced with the goal of helping to prepare businesses and individuals for the changes they would need to make to meet decarbonisation targets.However, a couple of years on there are still many organisations whose employees are not ready to do the “greener jobs” they will need to do to meet environmental targets.In 2021, UNESCO released a report stating that “Education is not giving students sufficient knowledge to adapt, act and respond to climate change.” They urged for our education curriculums to include environmental education worldwide by 2025.The study analysed educational plans and curricula frameworks in close to 50 countries across all regions. More than half made no reference to climate change, while only 19% spoke about biodiversity. The study noted a lack of attention to socio-emotional skills and action-oriented competences that are central to environmental and climate action.In an on-line survey of 1,600 teachers and education leaders conducted for the study, one third of respondents indicated...]]></itunes:summary><itunes:duration>478</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Teacher Professional Development in Further Education</title><link>https://www.spreaker.com/episode/teacher-professional-development-in-further-education--57971539</link><description><![CDATA[This article explores teacher professional development in the FE sector. It includes an overview of the recently implemented Teacher Development Programme at The Sheffield College, that has been built on the rich evidence base for successful teacher professional development.In the last week I have had two teachers who were leaving the college say in a roundabout way, ‘thank you for supporting my development’. I was taken aback in both instances, and although this may seem a strange way to start the article, it actually resulted in me reflecting on teacher professional development across the further education (FE) sector.Teacher Development at The Sheffield CollegeI am currently employed at The Sheffield College and can honestly say I am very fortunate to have a role I thoroughly enjoy, with a large aspect of this supporting teachers to develop, reflect and enjoy the beauty of teaching.I am also so enthused and inspired by those across the sector who have very similar roles and are continuously working hard to implement strategies to develop the teaching population in FE. A 10-minute visit to any of the various media platforms is an easy way to witness the amazing and thoughtful work going on to develop teaching, learning and assessment practices across the FE sector – well done everyone!The Importance of DevelopmentOf course, the importance of this cannot be understated, with the influence of teachers shown to have a great impact (Hattie, 2008; Hattie 2011; Rockoff, 2004 and Chetty, Friedman &amp; Rockoff, 2014). The underlying assumption that teachers need to constantly develop is often contentious, however, and although my first thought has always been on creating spaces and a positive culture for development, I have always been very honest that development should be placed on a high pedestal by all.Interestingly, I recently revisited a classic YouTube clip of Dylan Wiliam discussing How Every Teacher Can Improve, and the closing remarks are powerful, as he states every teacher should accept the commitment to keep improving practice until we retire or die. Granted this was said for affect and tongue in cheek, however the underlying principle is correct and one I subscribe to.As alluded to earlier, and having experience in the FE sector for over 17 years, my anecdotal reflections are that there is now a great emphasis placed on developing practice across the sector, and excellent opportunities for individuals to engage in. Events such as Teach and Research Meets have become commonplace, as has a developing network of research opportunities for FE teachers to participate in. I was fortunate enough to have a chapter in the brilliant book edited by Samantha Jones last year titled Great FE Teaching, which is another example of the momentum that has developed across the sector.Research into Professional DevelopmentA plethora of research has been complied over the years on the professional development of teachers, for example, the work of Linda Darling-Hammond, which I have utilised when considering teacher professional development. Notable works include the Report on Professional Development in 2008, and Effective Teacher Professional Development in 2017.Related to this, research has advanced the approach and understanding of the use of observations to support the development of practice (O’Leary, 2014; O’Leary, 2016), and recently the Education Endowment Foundation (EEF) released a thorough guidance report on Effective Professional Development. The EEF as always did a great job in making the findings accessible to all, and although the close to 200-page full report is available, the downloadable tools are super useful in understanding some of the key findings from the research.Teacher Development ProgramMoreover, in recent years that has been an influx of high-quality, and importantly, accessible resources supporting with the development of teaching practices. At The Sheffield College we have built our newly launched Teacher Deve...]]></description><guid isPermaLink="false">Zx5mMZxP</guid><pubDate>Mon, 11 Dec 2023 09:04:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57971539/ejokwzcka3v9yblrdse84r2bkrporb5ansgn6rmh.mp3" length="1616064" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/172d845d-9f0f-480c-b8b0-f9c3698623e4/172d845d-9f0f-480c-b8b0-f9c3698623e4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/172d845d-9f0f-480c-b8b0-f9c3698623e4/172d845d-9f0f-480c-b8b0-f9c3698623e4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/172d845d-9f0f-480c-b8b0-f9c3698623e4/172d845d-9f0f-480c-b8b0-f9c3698623e4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article explores teacher professional development in the FE sector. It includes an overview of the recently implemented Teacher Development Programme at The Sheffield College, that has been built on the rich evidence base for successful teacher...</itunes:subtitle><itunes:summary><![CDATA[This article explores teacher professional development in the FE sector. It includes an overview of the recently implemented Teacher Development Programme at The Sheffield College, that has been built on the rich evidence base for successful teacher professional development.In the last week I have had two teachers who were leaving the college say in a roundabout way, ‘thank you for supporting my development’. I was taken aback in both instances, and although this may seem a strange way to start the article, it actually resulted in me reflecting on teacher professional development across the further education (FE) sector.Teacher Development at The Sheffield CollegeI am currently employed at The Sheffield College and can honestly say I am very fortunate to have a role I thoroughly enjoy, with a large aspect of this supporting teachers to develop, reflect and enjoy the beauty of teaching.I am also so enthused and inspired by those across the sector who have very similar roles and are continuously working hard to implement strategies to develop the teaching population in FE. A 10-minute visit to any of the various media platforms is an easy way to witness the amazing and thoughtful work going on to develop teaching, learning and assessment practices across the FE sector – well done everyone!The Importance of DevelopmentOf course, the importance of this cannot be understated, with the influence of teachers shown to have a great impact (Hattie, 2008; Hattie 2011; Rockoff, 2004 and Chetty, Friedman &amp; Rockoff, 2014). The underlying assumption that teachers need to constantly develop is often contentious, however, and although my first thought has always been on creating spaces and a positive culture for development, I have always been very honest that development should be placed on a high pedestal by all.Interestingly, I recently revisited a classic YouTube clip of Dylan Wiliam discussing How Every Teacher Can Improve, and the closing remarks are powerful, as he states every teacher should accept the commitment to keep improving practice until we retire or die. Granted this was said for affect and tongue in cheek, however the underlying principle is correct and one I subscribe to.As alluded to earlier, and having experience in the FE sector for over 17 years, my anecdotal reflections are that there is now a great emphasis placed on developing practice across the sector, and excellent opportunities for individuals to engage in. Events such as Teach and Research Meets have become commonplace, as has a developing network of research opportunities for FE teachers to participate in. I was fortunate enough to have a chapter in the brilliant book edited by Samantha Jones last year titled Great FE Teaching, which is another example of the momentum that has developed across the sector.Research into Professional DevelopmentA plethora of research has been complied over the years on the professional development of teachers, for example, the work of Linda Darling-Hammond, which I have utilised when considering teacher professional development. Notable works include the Report on Professional Development in 2008, and Effective Teacher Professional Development in 2017.Related to this, research has advanced the approach and understanding of the use of observations to support the development of practice (O’Leary, 2014; O’Leary, 2016), and recently the Education Endowment Foundation (EEF) released a thorough guidance report on Effective Professional Development. The EEF as always did a great job in making the findings accessible to all, and although the close to 200-page full report is available, the downloadable tools are super useful in understanding some of the key findings from the research.Teacher Development ProgramMoreover, in recent years that has been an influx of high-quality, and importantly, accessible resources supporting with the development of teaching practices. At The Sheffield College we have built our newly launched Teacher...]]></itunes:summary><itunes:duration>405</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>AI funding must benefit all or Britain will miss the boat again</title><link>https://www.spreaker.com/episode/ai-funding-must-benefit-all-or-britain-will-miss-the-boat-again--57949683</link><description><![CDATA[This article discusses Chancellor Jeremy Hunt’s £500 million investment in AI innovation centres and the need for inclusive AI education.Emphasising that AI impacts everyone, the author calls for strategies to ensure widespread understanding and participation, highlighting the risks of excluding diverse voices.Chancellor Jeremy Hunt, in his Autumn Statement, dangled the prospect of some serious money to help Britain move forward in the race to take advantage of AI.  He said, “Building on the success of the supercomputing centres in Edinburgh and Bristol, I will invest a further £500m over the next two years to fund further innovation centres to help make us an AI powerhouse.”Who could argue with that? It follows the good news announced by the Science, Innovation and Technology Secretary, Michelle Donelan, on the first day of the government’s AI Safety Summit, yards away from where I am writing this in Bletchley, Milton Keynes, of a £300 million investment for big AI research projects in Cambridge and Bristol.Wonderful.World-beating.But concentrating solely on centres of excellence and the elite individuals who work in them will be a huge mistake for Britain’s future.AI will impact everyone’s livesAI will impact everyone’s lives; in fact, it already is doing so without most of us even noticing.  Understanding this technology and its ramifications will quickly become an essential part of being able to function effectively in the modern world.  Training up only a tiny minority to be comfortable with it could have disastrous consequences.We must ensure inclusive practices and diverse thinking and representation around AI.  The COVID inquiry has already shown that a lack of such diversity and inclusion can destroy lives and livelihoods.  We’ve heard evidence that the absence of women, of people with experience of free school meals, of the voices of ethnic minorities or care home workers or, dare I say it, people who understand Further Education, all contributed to terrible mistakes in policy making.Centres of excellence or innovation benefit a minorityYes, centres of excellence or innovation are great and necessary, but by definition they benefit a minority and exclude the vast majority.  However, we also need strategies to support the wider population.  We need to be able to nurture everyone’s understanding in their own trajectory.  And now is absolutely the time to act, when we are all starting from a similar position of ignorance.  By that I mean that we are all members of the first generation of large language model AI.   Someone you hear speaking on the subject may well only be six weeks ahead of you in terms of their knowledge.  That doesn’t make them part of a gifted and talented elite that needs to be preferentially supported to learn more.  Instead, you need the help and direction to catch them up.  We need to make sure that we’re all developing together so we can become a nation of AI innovation.  How amazing would it be to be able to say that Britain was the most AI-savvy state on earth?We already know what digital poverty in all its forms can mean in terms of disadvantaging the already disadvantaged.  Lockdown exposed the yawning chasm in connectivity that continues to blight young people’s life chances.  If you don’t have reliable broadband at home, along with a quiet place to study and an appropriate device to use, what chance do you have in the modern world?  We cannot make the same mistakes of exclusion yet again with AI.  Be in no doubt, it will have as big an influence on our futures as the advent of the internet or the mobile phone have done, and people will be left behind if we do not invest in them now.By Alex Warner, Principal: Curriculum Innovation and Pedagogy at MK College Group]]></description><guid isPermaLink="false">bLr3nlxg</guid><pubDate>Fri, 08 Dec 2023 08:40:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57949683/qd4lno4g7hl0214tbhpf9oychr9lqlnc5i6upzzd.mp3" length="846048" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2868b65e-809c-478c-a361-dd6e972b080f/2868b65e-809c-478c-a361-dd6e972b080f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2868b65e-809c-478c-a361-dd6e972b080f/2868b65e-809c-478c-a361-dd6e972b080f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2868b65e-809c-478c-a361-dd6e972b080f/2868b65e-809c-478c-a361-dd6e972b080f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article discusses Chancellor Jeremy Hunt’s £500 million investment in AI innovation centres and the need for inclusive AI education.Emphasising that AI impacts everyone, the author calls for strategies to ensure widespread understanding and...</itunes:subtitle><itunes:summary><![CDATA[This article discusses Chancellor Jeremy Hunt’s £500 million investment in AI innovation centres and the need for inclusive AI education.Emphasising that AI impacts everyone, the author calls for strategies to ensure widespread understanding and participation, highlighting the risks of excluding diverse voices.Chancellor Jeremy Hunt, in his Autumn Statement, dangled the prospect of some serious money to help Britain move forward in the race to take advantage of AI.  He said, “Building on the success of the supercomputing centres in Edinburgh and Bristol, I will invest a further £500m over the next two years to fund further innovation centres to help make us an AI powerhouse.”Who could argue with that? It follows the good news announced by the Science, Innovation and Technology Secretary, Michelle Donelan, on the first day of the government’s AI Safety Summit, yards away from where I am writing this in Bletchley, Milton Keynes, of a £300 million investment for big AI research projects in Cambridge and Bristol.Wonderful.World-beating.But concentrating solely on centres of excellence and the elite individuals who work in them will be a huge mistake for Britain’s future.AI will impact everyone’s livesAI will impact everyone’s lives; in fact, it already is doing so without most of us even noticing.  Understanding this technology and its ramifications will quickly become an essential part of being able to function effectively in the modern world.  Training up only a tiny minority to be comfortable with it could have disastrous consequences.We must ensure inclusive practices and diverse thinking and representation around AI.  The COVID inquiry has already shown that a lack of such diversity and inclusion can destroy lives and livelihoods.  We’ve heard evidence that the absence of women, of people with experience of free school meals, of the voices of ethnic minorities or care home workers or, dare I say it, people who understand Further Education, all contributed to terrible mistakes in policy making.Centres of excellence or innovation benefit a minorityYes, centres of excellence or innovation are great and necessary, but by definition they benefit a minority and exclude the vast majority.  However, we also need strategies to support the wider population.  We need to be able to nurture everyone’s understanding in their own trajectory.  And now is absolutely the time to act, when we are all starting from a similar position of ignorance.  By that I mean that we are all members of the first generation of large language model AI.   Someone you hear speaking on the subject may well only be six weeks ahead of you in terms of their knowledge.  That doesn’t make them part of a gifted and talented elite that needs to be preferentially supported to learn more.  Instead, you need the help and direction to catch them up.  We need to make sure that we’re all developing together so we can become a nation of AI innovation.  How amazing would it be to be able to say that Britain was the most AI-savvy state on earth?We already know what digital poverty in all its forms can mean in terms of disadvantaging the already disadvantaged.  Lockdown exposed the yawning chasm in connectivity that continues to blight young people’s life chances.  If you don’t have reliable broadband at home, along with a quiet place to study and an appropriate device to use, what chance do you have in the modern world?  We cannot make the same mistakes of exclusion yet again with AI.  Be in no doubt, it will have as big an influence on our futures as the advent of the internet or the mobile phone have done, and people will be left behind if we do not invest in them now.By Alex Warner, Principal: Curriculum Innovation and Pedagogy at MK College Group]]></itunes:summary><itunes:duration>212</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Learning &amp; Development Holds the Key to the Employee Productivity Puzzle</title><link>https://www.spreaker.com/episode/learning-development-holds-the-key-to-the-employee-productivity-puzzle--57938500</link><description><![CDATA[In today’s fast-paced business landscape, maintaining high employee engagement is essential for every company’s success. Why? Because engaged employees are more likely to deliver value and drive productivity, while ultimately supporting organisations to weather challenging economic times. Yet despite this, in the face of economic uncertainty, technological advancements and evolving work patterns, many leaders have observed a decline in employee engagement and productivity.To many leaders, this will come as no surprise, as Learning and Development (L&amp;D) budgets – central to the employee productivity and engagement puzzle – often face cutbacks during tough times. It’s against this backdrop that Coursera’s Chief Learning Officer, Trena Minudri, offers insights on how companies can harness the power of L&amp;D for success.Boosting Productivity with Greater L&amp;D InvestmentIn the UK, worker productivity has been flatlining. Labour productivity data from the Office of National Statistics (ONS) shows that, while the annual percentage change in output per worker has varied considerably over the years, the trend is one of stagnation.More positively, Coursera’s data shows that 95% of L&amp;D and HR leaders are witnessing a significant increase in their budgets. With 45% of these leaders reporting budget hikes exceeding 10% – alongside a staggering 68% identifying upskilling as a top driving factor –  it’s clear that the nation’s L&amp;D leaders are taking proactive steps to solve the nation’s productivity puzzle.AI Skills: Top Priority for UK BusinessesAnother element influencing the productivity of the UK’s workforce is its relationship to technology. Technological progress remains rapid, meaning that more businesses are placing greater emphasis on associated skills when recruiting staff. In the UK, recruiting top digital talent remains a struggle, with even the highest-performing companies having difficulty hiring workers skilled in high-growth areas like AI, according to McKinsey.It is therefore surprising that, globally, AI skills are ranked as lowest priority by L&amp;D and HR leaders when asked about the scope of their L&amp;D initiatives. Only 19% of surveyed leaders in Coursera’s Learning and Development Survey consider AI to be a top skill development priority, raising questions about the perceived urgency with which access to AI skills is being extended across workplaces.However, in the UK, there is a notable departure from the global trend. Here, interest in AI, technology, and digital skills investment stands above the global average. Approximately 53% of L&amp;D leaders in the UK rate these areas as their top two priorities, suggesting that UK organisations recognise the transformative potential of AI and digital skills in driving future growth, competitiveness, and innovation.So, what can we glean from these findings, and how can organisations unlock the full potential of learning to drive employee engagement and productivity?Reimagine L&amp;D Priorities:There’s a clear need for organisations to reassess their L&amp;D priorities. While AI skills might not be the top priority for many leaders, they must consider the evolving nature of work. AI, automation, and digital transformation are shaping the future of industries. Recent University of Pennsylvania research suggests that up to 49% of workers could have half or more of their tasks exposed to large language models. Equipping employees with the right skills needed to adapt and thrive in this changing landscape should be a business priority.For example, recognising that a working knowledge of generative AI is becoming increasingly important for all workers – not just those in front-facing technology roles – we recently launched the entry-level Generative AI for Everyone course. This offers employees the opportunity to understand and apply fundamental Generative AI principles in as few as six hours, offered by DeepLearning.AI leader and Coursera co-founder Andrew Ng.A...]]></description><guid isPermaLink="false">597wKZ9R</guid><pubDate>Thu, 07 Dec 2023 12:11:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57938500/1vhovvyzhcugcvgofrym1hspc1zdkzzhcx8zwazf.mp3" length="1750944" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/640e648d-bb35-435d-b223-87f917192ff8/640e648d-bb35-435d-b223-87f917192ff8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/640e648d-bb35-435d-b223-87f917192ff8/640e648d-bb35-435d-b223-87f917192ff8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/640e648d-bb35-435d-b223-87f917192ff8/640e648d-bb35-435d-b223-87f917192ff8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In today’s fast-paced business landscape, maintaining high employee engagement is essential for every company’s success. Why? Because engaged employees are more likely to deliver value and drive productivity, while ultimately supporting organisations...</itunes:subtitle><itunes:summary><![CDATA[In today’s fast-paced business landscape, maintaining high employee engagement is essential for every company’s success. Why? Because engaged employees are more likely to deliver value and drive productivity, while ultimately supporting organisations to weather challenging economic times. Yet despite this, in the face of economic uncertainty, technological advancements and evolving work patterns, many leaders have observed a decline in employee engagement and productivity.To many leaders, this will come as no surprise, as Learning and Development (L&amp;D) budgets – central to the employee productivity and engagement puzzle – often face cutbacks during tough times. It’s against this backdrop that Coursera’s Chief Learning Officer, Trena Minudri, offers insights on how companies can harness the power of L&amp;D for success.Boosting Productivity with Greater L&amp;D InvestmentIn the UK, worker productivity has been flatlining. Labour productivity data from the Office of National Statistics (ONS) shows that, while the annual percentage change in output per worker has varied considerably over the years, the trend is one of stagnation.More positively, Coursera’s data shows that 95% of L&amp;D and HR leaders are witnessing a significant increase in their budgets. With 45% of these leaders reporting budget hikes exceeding 10% – alongside a staggering 68% identifying upskilling as a top driving factor –  it’s clear that the nation’s L&amp;D leaders are taking proactive steps to solve the nation’s productivity puzzle.AI Skills: Top Priority for UK BusinessesAnother element influencing the productivity of the UK’s workforce is its relationship to technology. Technological progress remains rapid, meaning that more businesses are placing greater emphasis on associated skills when recruiting staff. In the UK, recruiting top digital talent remains a struggle, with even the highest-performing companies having difficulty hiring workers skilled in high-growth areas like AI, according to McKinsey.It is therefore surprising that, globally, AI skills are ranked as lowest priority by L&amp;D and HR leaders when asked about the scope of their L&amp;D initiatives. Only 19% of surveyed leaders in Coursera’s Learning and Development Survey consider AI to be a top skill development priority, raising questions about the perceived urgency with which access to AI skills is being extended across workplaces.However, in the UK, there is a notable departure from the global trend. Here, interest in AI, technology, and digital skills investment stands above the global average. Approximately 53% of L&amp;D leaders in the UK rate these areas as their top two priorities, suggesting that UK organisations recognise the transformative potential of AI and digital skills in driving future growth, competitiveness, and innovation.So, what can we glean from these findings, and how can organisations unlock the full potential of learning to drive employee engagement and productivity?Reimagine L&amp;D Priorities:There’s a clear need for organisations to reassess their L&amp;D priorities. While AI skills might not be the top priority for many leaders, they must consider the evolving nature of work. AI, automation, and digital transformation are shaping the future of industries. Recent University of Pennsylvania research suggests that up to 49% of workers could have half or more of their tasks exposed to large language models. Equipping employees with the right skills needed to adapt and thrive in this changing landscape should be a business priority.For example, recognising that a working knowledge of generative AI is becoming increasingly important for all workers – not just those in front-facing technology roles – we recently launched the entry-level Generative AI for Everyone course. This offers employees the opportunity to understand and apply fundamental Generative AI principles in as few as six hours, offered by DeepLearning.AI leader and Coursera co-founder Andrew...]]></itunes:summary><itunes:duration>438</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Why technology is a necessity in education today – for tomorrow</title><link>https://www.spreaker.com/episode/why-technology-is-a-necessity-in-education-today-for-tomorrow--57926398</link><description><![CDATA[Due to the speed of technological innovation, technology has become a powerful enabler of digital and remote learning. With today’s generation being tomorrow’s problem-solvers, it is vital students of all ages are armed with the skills, knowledge and tech know-how to unleash their full problem-solving potential.Over the past three years, during which time more than 1.2 billion children were forced out of their classrooms, the rate of technological adoption in schools, colleges and universities surpassed what anyone could have imagined. Due to the speed of technological innovation, technology has become a powerful enabler of digital and remote learning. As society naturally evolves in line with these innovations, the need for the education sector to keep pace so no one falls behind.Fast forward to today and technology has become not only necessary for learning during times of disruption but for everyday education. The internet and personal devices such as laptops, tablets and smartphones are often discussed in terms of their impact on student learning and support for teaching.Your recent article looked at the adoption policies in schools that are encouraging effective management of personal devices. Other tools, such as interactive displays, have been shown to increase student engagement, build peer collaboration and strengthen comprehension. When working ‘as one’ e-learning ecosystem, multiple devices, together with educational software, internet connectivity and safety controls, enable a seamless learning experience, no matter where teachers and students are.However, technology has the potential to improve more than just short-term student outcomes. E-learning, supported by interconnected, smart devices, has the power to help shift the needle of longer-term student outcomes, such as by improving social mobility and ensuring students – tomorrow’s problem solvers – meet the digital requirements of 21st century jobs.Breaking down social barriers Samsung research, commissioned as part of its Solve for Tomorrow initiative, reveals over a third (35%) of young people have been held back from applying for a job due to a lack of Wi-Fi access. For almost a quarter (24%), a lack of smartphone data has been a barrier to accessing employment or educational opportunities.When we consider statistics like these, and that social mobility is at its worst in over 50 years, widespread access to adequate internet and technology in places of learning has huge potential to help break down barriers to students’ future prosperity, especially for those less advantaged.Meeting future job requirementsKnowing how to use technology is now a key requirement in many industries. With today’s generation being tomorrow’s problem-solvers, it is vital students of all ages are armed with the skills, knowledge and tech know-how to unleash their full problem-solving potential.Empowering tomorrow’s innovators Samsung has always been committed to educating and supporting future innovators to develop their creativity, collaboration and problem-solving skills, empowering them to become the next generation of leaders to pioneer positive social change. Through programmes like Solve for Tomorrow, we’re able to help galvanise the creativity and potential of young people and help them to feel empowered to shape the future they’ll come to own.The programme champions young people to unleash their inner potential by coming up with ways technology can solve some of society’s biggest issues. As part of the initiative, and to further aid young people’s access to technology, Samsung has installed neurodiversity pods in libraries to help neurodivergent people who may struggle with concentration and task completion. The hubs use Samsung SmartThings technology to change lighting settings in the pods to suit users’ needs, with blue encouraging mind flow and attention, orange promoting better focus and creativity and green aiding calmness, efficiency and concentration.A connected, digi...]]></description><guid isPermaLink="false">BLwpk7x1</guid><pubDate>Wed, 06 Dec 2023 09:33:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57926398/v5n4a3ddivuryvg6vgf857ni0ufhc0lurxtowvui.mp3" length="1036992" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7eb188f7-bb39-4b2d-bb70-479eefac0fa4/7eb188f7-bb39-4b2d-bb70-479eefac0fa4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7eb188f7-bb39-4b2d-bb70-479eefac0fa4/7eb188f7-bb39-4b2d-bb70-479eefac0fa4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7eb188f7-bb39-4b2d-bb70-479eefac0fa4/7eb188f7-bb39-4b2d-bb70-479eefac0fa4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Due to the speed of technological innovation, technology has become a powerful enabler of digital and remote learning. With today’s generation being tomorrow’s problem-solvers, it is vital students of all ages are armed with the skills, knowledge and...</itunes:subtitle><itunes:summary><![CDATA[Due to the speed of technological innovation, technology has become a powerful enabler of digital and remote learning. With today’s generation being tomorrow’s problem-solvers, it is vital students of all ages are armed with the skills, knowledge and tech know-how to unleash their full problem-solving potential.Over the past three years, during which time more than 1.2 billion children were forced out of their classrooms, the rate of technological adoption in schools, colleges and universities surpassed what anyone could have imagined. Due to the speed of technological innovation, technology has become a powerful enabler of digital and remote learning. As society naturally evolves in line with these innovations, the need for the education sector to keep pace so no one falls behind.Fast forward to today and technology has become not only necessary for learning during times of disruption but for everyday education. The internet and personal devices such as laptops, tablets and smartphones are often discussed in terms of their impact on student learning and support for teaching.Your recent article looked at the adoption policies in schools that are encouraging effective management of personal devices. Other tools, such as interactive displays, have been shown to increase student engagement, build peer collaboration and strengthen comprehension. When working ‘as one’ e-learning ecosystem, multiple devices, together with educational software, internet connectivity and safety controls, enable a seamless learning experience, no matter where teachers and students are.However, technology has the potential to improve more than just short-term student outcomes. E-learning, supported by interconnected, smart devices, has the power to help shift the needle of longer-term student outcomes, such as by improving social mobility and ensuring students – tomorrow’s problem solvers – meet the digital requirements of 21st century jobs.Breaking down social barriers Samsung research, commissioned as part of its Solve for Tomorrow initiative, reveals over a third (35%) of young people have been held back from applying for a job due to a lack of Wi-Fi access. For almost a quarter (24%), a lack of smartphone data has been a barrier to accessing employment or educational opportunities.When we consider statistics like these, and that social mobility is at its worst in over 50 years, widespread access to adequate internet and technology in places of learning has huge potential to help break down barriers to students’ future prosperity, especially for those less advantaged.Meeting future job requirementsKnowing how to use technology is now a key requirement in many industries. With today’s generation being tomorrow’s problem-solvers, it is vital students of all ages are armed with the skills, knowledge and tech know-how to unleash their full problem-solving potential.Empowering tomorrow’s innovators Samsung has always been committed to educating and supporting future innovators to develop their creativity, collaboration and problem-solving skills, empowering them to become the next generation of leaders to pioneer positive social change. Through programmes like Solve for Tomorrow, we’re able to help galvanise the creativity and potential of young people and help them to feel empowered to shape the future they’ll come to own.The programme champions young people to unleash their inner potential by coming up with ways technology can solve some of society’s biggest issues. As part of the initiative, and to further aid young people’s access to technology, Samsung has installed neurodiversity pods in libraries to help neurodivergent people who may struggle with concentration and task completion. The hubs use Samsung SmartThings technology to change lighting settings in the pods to suit users’ needs, with blue encouraging mind flow and attention, orange promoting better focus and creativity and green aiding calmness, efficiency and concentration.A connected,...]]></itunes:summary><itunes:duration>260</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Enhancing Learning Experiences: The Integration of IT Tools in the Modern Classroom</title><link>https://www.spreaker.com/episode/enhancing-learning-experiences-the-integration-of-it-tools-in-the-modern-classroom--57917011</link><description><![CDATA[While digital technologies are transforming classrooms into dynamic learning environments, their increased use raises cybersecurity risks around student data privacy. This article shares insights on how schools can tailor secure IT policies, scrutinise edtech tools, choose reliable vendors, and leverage experts to integrate technology safely and strategically into the modern classroom. The rise of digital education and the role of IT tools in modern classroomsThe advent of digital technology has revolutionised education, turning traditional classrooms into dynamic learning environments. Information Technology (IT) tools, such as Learning Management Systems and interactive whiteboards, are now integral components, providing interactive, engaging, and personalised learning experiences, enhancing the overall teaching-learning process.Incorporating IT tools into education capitalises on students’ familiarity with digital devices, sparking interest and increasing engagement. The use of projectors, computers, and advanced technology in classrooms creates an immersive and focused learning experience, making education both fascinating and enjoyable. And it’s not just hardware that’s improving learning and supporting teaching staff and students alike – software is too. AI, the cloud, and CRM are all transforming schools’ capabilities.The pandemic triggered a rise in edtech and investment in these types of IT tools, as teachers saw the benefits technology could provide to students inside, and outside of the classroom. As well as promoting active learning and enhancing group participation, these technologies are transforming the way schools function and how information is used and shared. Post-pandemic, the hype remains, and digital transformation within the classroom continues.Still, investing in new technologies is costly, and does come with a number of risks and considerations for integration – something many schools find challenging. So, what are the risks, and how can schools ensure their investments are both strategic and safe?Potential risks associated with the use of IT tools in classroomsWhile it is true that integrating digital tools helps make the modern classroom more engaging and contributes to the overall enrichment of student education, it should also be remembered that there are a multitude of cyber risks involved that educators and policymakers should be aware of. The interconnected nature of IT tools in education makes them susceptible to cyber threats. Ransomware attacks, phishing attempts, and other malicious activities pose a significant risk. For example, according to the Department for Science Innovation and Technology, in the past 12 months, educational institutions of all kinds are more prone to have detected cybersecurity breaches or attacks compared to the average UK business. Additionally, the increasing role of AI in education raises ethical dilemmas surrounding fairness, accountability, and privacy. Resulting issues like educational access, transparency in learning recommendations, aggregation of student data, assignment of responsibility when AI fails or causes harm, must be addressed. It is also necessary to focus on the protection of sensitive information, and who maintains control over the data fueling these algorithms before the education sector jumps into leveraging new technologies in the classroom.With new technologies, come new risks. Still, the protection of sensitive student and faculty data is of utmost importance, therefore, schools and institutions need to find a way to manage the risk, establish robust data privacy policies, and ensure that personal information remains confidential. Collaborating with reputable IT vendors and implementing encryption protocols can significantly mitigate the risks of data breaches and unauthorised access.So, what are the practical steps to safe and secure IT integration in schools?Practical strategies for the safe and secure integration of IT tools in classrooms...]]></description><guid isPermaLink="false">gxZw3A9k</guid><pubDate>Tue, 05 Dec 2023 11:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57917011/7hmrf2iovpv3solxhhgav0ktkdnycukynk7m8mfz.mp3" length="2321088" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dd317c18-8b91-43c7-9738-f3848ee87b75/dd317c18-8b91-43c7-9738-f3848ee87b75.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dd317c18-8b91-43c7-9738-f3848ee87b75/dd317c18-8b91-43c7-9738-f3848ee87b75.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dd317c18-8b91-43c7-9738-f3848ee87b75/dd317c18-8b91-43c7-9738-f3848ee87b75.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>While digital technologies are transforming classrooms into dynamic learning environments, their increased use raises cybersecurity risks around student data privacy. This article shares insights on how schools can tailor secure IT policies,...</itunes:subtitle><itunes:summary><![CDATA[While digital technologies are transforming classrooms into dynamic learning environments, their increased use raises cybersecurity risks around student data privacy. This article shares insights on how schools can tailor secure IT policies, scrutinise edtech tools, choose reliable vendors, and leverage experts to integrate technology safely and strategically into the modern classroom. The rise of digital education and the role of IT tools in modern classroomsThe advent of digital technology has revolutionised education, turning traditional classrooms into dynamic learning environments. Information Technology (IT) tools, such as Learning Management Systems and interactive whiteboards, are now integral components, providing interactive, engaging, and personalised learning experiences, enhancing the overall teaching-learning process.Incorporating IT tools into education capitalises on students’ familiarity with digital devices, sparking interest and increasing engagement. The use of projectors, computers, and advanced technology in classrooms creates an immersive and focused learning experience, making education both fascinating and enjoyable. And it’s not just hardware that’s improving learning and supporting teaching staff and students alike – software is too. AI, the cloud, and CRM are all transforming schools’ capabilities.The pandemic triggered a rise in edtech and investment in these types of IT tools, as teachers saw the benefits technology could provide to students inside, and outside of the classroom. As well as promoting active learning and enhancing group participation, these technologies are transforming the way schools function and how information is used and shared. Post-pandemic, the hype remains, and digital transformation within the classroom continues.Still, investing in new technologies is costly, and does come with a number of risks and considerations for integration – something many schools find challenging. So, what are the risks, and how can schools ensure their investments are both strategic and safe?Potential risks associated with the use of IT tools in classroomsWhile it is true that integrating digital tools helps make the modern classroom more engaging and contributes to the overall enrichment of student education, it should also be remembered that there are a multitude of cyber risks involved that educators and policymakers should be aware of. The interconnected nature of IT tools in education makes them susceptible to cyber threats. Ransomware attacks, phishing attempts, and other malicious activities pose a significant risk. For example, according to the Department for Science Innovation and Technology, in the past 12 months, educational institutions of all kinds are more prone to have detected cybersecurity breaches or attacks compared to the average UK business. Additionally, the increasing role of AI in education raises ethical dilemmas surrounding fairness, accountability, and privacy. Resulting issues like educational access, transparency in learning recommendations, aggregation of student data, assignment of responsibility when AI fails or causes harm, must be addressed. It is also necessary to focus on the protection of sensitive information, and who maintains control over the data fueling these algorithms before the education sector jumps into leveraging new technologies in the classroom.With new technologies, come new risks. Still, the protection of sensitive student and faculty data is of utmost importance, therefore, schools and institutions need to find a way to manage the risk, establish robust data privacy policies, and ensure that personal information remains confidential. Collaborating with reputable IT vendors and implementing encryption protocols can significantly mitigate the risks of data breaches and unauthorised access.So, what are the practical steps to safe and secure IT integration in schools?Practical strategies for the safe and secure integration of IT tools in...]]></itunes:summary><itunes:duration>581</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Addressing the challenges of AP with AI By Fleur Sexton</title><link>https://www.spreaker.com/episode/addressing-the-challenges-of-ap-with-ai-by-fleur-sexton--57902712</link><description><![CDATA[Addressing the challenges of AP with AI By Fleur SextonExclusion from school has lifelong implications. Fifty percent of those excluded become NEET post-16, with just 4% achieving a pass in maths and English GCSEs. Widely recognised as ‘the pipeline to prison’, statistics from prison inmates are undeniably convincing: 42% of prisoners were expelled or permanently excluded from school, 59% truanted, and around 47% entering prison have no school qualifications.With ever increasing numbers of pupils suspended, and temporarily or permanently excluded, the pressures on alternative provision (AP) are mounting. AI can help open up opportunities and provide positive pathways towards educational and social equity for these already disadvantaged young people. Spending money on education rather than incarceration, makes sound financial sense.‘We enable children and learners to thrive, by protecting the vulnerable and ensuring the delivery of excellent standards of education, training and care. This helps realise everyone’s potential – and that powers our economy, strengthens society and increases fairness’ – DfE, Vision and Mission, Outcome Delivery Plan (2021/22)In 2021, the Department for Education (DfE) outlined four core strategic outcomes including:-  to drive economic growth through improving skills, productivity and supporting people to work;-  levelling up education standards so young people are prepared with the knowledge, skills and qualifications they need;-  supporting the most disadvantaged and vulnerable young people, through high-quality local services, so that no one is left behind.A GROWING NUMBER OF PUPILS NOT BEING EDUCATEDHowever, the  latest statistics  show continually rising rates of exclusion from school, with an increase of over 1,000 pupils (from 2097 to 3104) permanently excluded from schools in the autumn term 2022/23, compared to the previous year.AP is in crisis. Excluded pupils on waiting lists for a placement are simply not being educated, others have online lessons or tutors. Oversubscribed AP settings lead to increased class sizes so pupils are not receiving the levels of additional support they need, and many unregulated settings provide questionable educational advantage to attendees.Pupils excluded from mainstream settings and attending AP, often have well ingrained negative associations with learning. Many have identified special educational needs (SEN), unmet in mainstream education that lead to challenging behaviour, the majority have SEN but received no support, others have gone undiagnosed. The continual sense of ‘failure’ and stress experienced in school, often impacts pupils’ mental health and wellbeing, or exacerbates existing social, emotional and mental health (SEMH) needs.USING AI TO HELP EDUCATE THESE STUDENTSOn entering AP, the first barrier is to find ways to re-engage them with learning. It must be meaningful to them, to connect and reflect their own experiences of the world.By providing a bespoke curriculum tailored to individual needs, these pupils can begin to build skills, and increase their confidence and commitment by making learning successful for them. As well as providing individualised interactive content, AI can be a ‘third’ teacher in the room, alongside teachers and support staff.AI-powered tutors can provide personalised instruction and feedback to learners, addressing individual needs by ‘scaffolding’ their learning. For example, if a learner is having difficulty grasping a concept – especially an abstract one, the AI tutor can produce several relevant analogies to help explain it. AI can also be used to develop interactive learning modules, so the learner has more control and a sense of ownership over their learning.CONCLUSIONAI is by no means a replacement for teachers or support staff. It is purely additional support that, coupled with approaches that promote engagement with learning, can support these disadvantaged and vulnerable young people, enabling them to access...]]></description><guid isPermaLink="false">Q9QRoYza</guid><pubDate>Mon, 04 Dec 2023 09:22:02 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57902712/8wq8uyspmtcs7ftyiuunuf6fss8v8wuvkamk8em1.mp3" length="1028640" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aed21a44-eb58-4597-94ed-4a55242aa55c/aed21a44-eb58-4597-94ed-4a55242aa55c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aed21a44-eb58-4597-94ed-4a55242aa55c/aed21a44-eb58-4597-94ed-4a55242aa55c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aed21a44-eb58-4597-94ed-4a55242aa55c/aed21a44-eb58-4597-94ed-4a55242aa55c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Addressing the challenges of AP with AI By Fleur SextonExclusion from school has lifelong implications. Fifty percent of those excluded become NEET post-16, with just 4% achieving a pass in maths and English GCSEs. Widely recognised as ‘the pipeline...</itunes:subtitle><itunes:summary><![CDATA[Addressing the challenges of AP with AI By Fleur SextonExclusion from school has lifelong implications. Fifty percent of those excluded become NEET post-16, with just 4% achieving a pass in maths and English GCSEs. Widely recognised as ‘the pipeline to prison’, statistics from prison inmates are undeniably convincing: 42% of prisoners were expelled or permanently excluded from school, 59% truanted, and around 47% entering prison have no school qualifications.With ever increasing numbers of pupils suspended, and temporarily or permanently excluded, the pressures on alternative provision (AP) are mounting. AI can help open up opportunities and provide positive pathways towards educational and social equity for these already disadvantaged young people. Spending money on education rather than incarceration, makes sound financial sense.‘We enable children and learners to thrive, by protecting the vulnerable and ensuring the delivery of excellent standards of education, training and care. This helps realise everyone’s potential – and that powers our economy, strengthens society and increases fairness’ – DfE, Vision and Mission, Outcome Delivery Plan (2021/22)In 2021, the Department for Education (DfE) outlined four core strategic outcomes including:-  to drive economic growth through improving skills, productivity and supporting people to work;-  levelling up education standards so young people are prepared with the knowledge, skills and qualifications they need;-  supporting the most disadvantaged and vulnerable young people, through high-quality local services, so that no one is left behind.A GROWING NUMBER OF PUPILS NOT BEING EDUCATEDHowever, the  latest statistics  show continually rising rates of exclusion from school, with an increase of over 1,000 pupils (from 2097 to 3104) permanently excluded from schools in the autumn term 2022/23, compared to the previous year.AP is in crisis. Excluded pupils on waiting lists for a placement are simply not being educated, others have online lessons or tutors. Oversubscribed AP settings lead to increased class sizes so pupils are not receiving the levels of additional support they need, and many unregulated settings provide questionable educational advantage to attendees.Pupils excluded from mainstream settings and attending AP, often have well ingrained negative associations with learning. Many have identified special educational needs (SEN), unmet in mainstream education that lead to challenging behaviour, the majority have SEN but received no support, others have gone undiagnosed. The continual sense of ‘failure’ and stress experienced in school, often impacts pupils’ mental health and wellbeing, or exacerbates existing social, emotional and mental health (SEMH) needs.USING AI TO HELP EDUCATE THESE STUDENTSOn entering AP, the first barrier is to find ways to re-engage them with learning. It must be meaningful to them, to connect and reflect their own experiences of the world.By providing a bespoke curriculum tailored to individual needs, these pupils can begin to build skills, and increase their confidence and commitment by making learning successful for them. As well as providing individualised interactive content, AI can be a ‘third’ teacher in the room, alongside teachers and support staff.AI-powered tutors can provide personalised instruction and feedback to learners, addressing individual needs by ‘scaffolding’ their learning. For example, if a learner is having difficulty grasping a concept – especially an abstract one, the AI tutor can produce several relevant analogies to help explain it. AI can also be used to develop interactive learning modules, so the learner has more control and a sense of ownership over their learning.CONCLUSIONAI is by no means a replacement for teachers or support staff. It is purely additional support that, coupled with approaches that promote engagement with learning, can support these disadvantaged and vulnerable young people, enabling them to...]]></itunes:summary><itunes:duration>258</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How the Education sector can help tackle society’s digital dilemma </title><link>https://www.spreaker.com/episode/how-the-education-sector-can-help-tackle-society-s-digital-dilemma--57874212</link><description><![CDATA[How the Education sector can help tackle society’s digital dilemma Unlike the journey to  Net Zero  , achieving social value in the UK Education sector is less clear. But according to Martin, Education professionals are well positioned to achieve social value by playing an active role in reducing digital exclusion, setting future workers up for success.Environmental, social and governance (ESG) issues are becoming increasingly central to a company’s reputation and financial performance. So, it is no surprise that  a recent survey by Virgin Media O2 Business  revealed that 91% of UK employees are familiar with the acronym and three quarters of organisations have already established ESG strategies or goals.Unlike the race to achieve Net Zero, where the path to reducing carbon emissions is now clear, there is no similar set approach on how best to bring about social value. Instead, each organisation must identify relevant areas where they can enable the most positive impact for those in their community.But, with as many as  73% of UK businesses  identifying social action as a higher priority than this time twelve months ago – the focus on social is now clearly rising.For educators assessing where to start, one major societal challenge stands out – digital exclusion. As society continues on its road to technological dependency, more than  5 million Brits are unable to carry out simple online tasks  like sending emails and using the internet to apply for jobs.A CROSS-GENERATIONAL ISSUEAcross the UK, it is estimated that workers are missing out on additional earnings of £5.69 billion due to of a lack of digital skills, with  1 in 3 people  saying a lack of digital skills has held back their earning potential. While it is common to assume or even expect elderly people to have a limited digital skill set, this demonstrates the fundamental need for children and adults alike to learn the necessary skills required for the modern workplace.Yet a lack of access to digital resources is already hindering the professional development of millions of people in Britain. In fact, digital exclusion currently affects  over 4 million children in the UK  alone. With many families cutting costs during tough economic times, it is getting more difficult for children to gain online access outside of the classroom.When left unchecked, this challenge has the potential to create a future long-term skills shortage. Closing the digital divide to aid future employability must become a top priority for education professionals or this disparity will increase.THE ROAD TO DIGITAL INCLUSIONDigital exclusion leads to social exclusion for those who are without a sound digital skillset. With  91% of all employers already using social media  as part of their hiring process and the rise of artificial intelligence (AI) tools set to accelerate the pace of digital transformation within workplaces, the need for digital support is urgent.Despite this,  just 36% of UK teachers  believe their students have sufficient digital skills to use devices safely and securely when completing work outside of the classroom. For the millions facing this reality, education is the pathway to future success.Decision makers in education have the chance to make an immediate impact. What may appear to be a small out-of-hours digital support program, can not only reduce digital exclusion today, but can also promote future social inclusion for the next generation of professionals.NOW’S THE TIME TO GET STARTEDImmediate action to fix the digital divide is required. While ongoing capacity and budget constraints are frustrating for education professionals who want to deliver support to as many as possible, it is important that educators recognise the scale of their influence, even by supporting just a handful students. With over 32,000 schools operating across the UK today, even the smallest digital initiatives will have a major impact on the future British workforce.However, education profession...]]></description><guid isPermaLink="false">5zqMdyzQ</guid><pubDate>Fri, 01 Dec 2023 09:22:56 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57874212/bftoq3ruahd3lu1krzoipymoehh6zi4p4tsatixv.mp3" length="1203168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b527f5f-4cab-483f-9e1b-b21274ae4ecc/5b527f5f-4cab-483f-9e1b-b21274ae4ecc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b527f5f-4cab-483f-9e1b-b21274ae4ecc/5b527f5f-4cab-483f-9e1b-b21274ae4ecc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b527f5f-4cab-483f-9e1b-b21274ae4ecc/5b527f5f-4cab-483f-9e1b-b21274ae4ecc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How the Education sector can help tackle society’s digital dilemma Unlike the journey to  Net Zero  , achieving social value in the UK Education sector is less clear. But according to Martin, Education professionals are well positioned to achieve...</itunes:subtitle><itunes:summary><![CDATA[How the Education sector can help tackle society’s digital dilemma Unlike the journey to  Net Zero  , achieving social value in the UK Education sector is less clear. But according to Martin, Education professionals are well positioned to achieve social value by playing an active role in reducing digital exclusion, setting future workers up for success.Environmental, social and governance (ESG) issues are becoming increasingly central to a company’s reputation and financial performance. So, it is no surprise that  a recent survey by Virgin Media O2 Business  revealed that 91% of UK employees are familiar with the acronym and three quarters of organisations have already established ESG strategies or goals.Unlike the race to achieve Net Zero, where the path to reducing carbon emissions is now clear, there is no similar set approach on how best to bring about social value. Instead, each organisation must identify relevant areas where they can enable the most positive impact for those in their community.But, with as many as  73% of UK businesses  identifying social action as a higher priority than this time twelve months ago – the focus on social is now clearly rising.For educators assessing where to start, one major societal challenge stands out – digital exclusion. As society continues on its road to technological dependency, more than  5 million Brits are unable to carry out simple online tasks  like sending emails and using the internet to apply for jobs.A CROSS-GENERATIONAL ISSUEAcross the UK, it is estimated that workers are missing out on additional earnings of £5.69 billion due to of a lack of digital skills, with  1 in 3 people  saying a lack of digital skills has held back their earning potential. While it is common to assume or even expect elderly people to have a limited digital skill set, this demonstrates the fundamental need for children and adults alike to learn the necessary skills required for the modern workplace.Yet a lack of access to digital resources is already hindering the professional development of millions of people in Britain. In fact, digital exclusion currently affects  over 4 million children in the UK  alone. With many families cutting costs during tough economic times, it is getting more difficult for children to gain online access outside of the classroom.When left unchecked, this challenge has the potential to create a future long-term skills shortage. Closing the digital divide to aid future employability must become a top priority for education professionals or this disparity will increase.THE ROAD TO DIGITAL INCLUSIONDigital exclusion leads to social exclusion for those who are without a sound digital skillset. With  91% of all employers already using social media  as part of their hiring process and the rise of artificial intelligence (AI) tools set to accelerate the pace of digital transformation within workplaces, the need for digital support is urgent.Despite this,  just 36% of UK teachers  believe their students have sufficient digital skills to use devices safely and securely when completing work outside of the classroom. For the millions facing this reality, education is the pathway to future success.Decision makers in education have the chance to make an immediate impact. What may appear to be a small out-of-hours digital support program, can not only reduce digital exclusion today, but can also promote future social inclusion for the next generation of professionals.NOW’S THE TIME TO GET STARTEDImmediate action to fix the digital divide is required. While ongoing capacity and budget constraints are frustrating for education professionals who want to deliver support to as many as possible, it is important that educators recognise the scale of their influence, even by supporting just a handful students. With over 32,000 schools operating across the UK today, even the smallest digital initiatives will have a major impact on the future British workforce.However, education profession...]]></itunes:summary><itunes:duration>301</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Physical activity and academic performance: The link between exercise and wellbeing in aca</title><link>https://www.spreaker.com/episode/physical-activity-and-academic-performance-the-link-between-exercise-and-wellbeing-in-aca--57860703</link><description><![CDATA[Physical activity and academic performance: The link between exercise and wellbeing in academic institutionsThis article will explore the benefits of physical activity in academic institutions for student and faculty wellbeing, as well as academic performance. The article will also highlight the positive effects of exercise on mental health, reducing stress levels, and improving cognitive function. Additionally, the article will offer practical recommendations for incorporating physical activity into busy academic schedules to facilitate a healthy lifestyle.The benefits of exercise and movement in academic settings are tenfold, including increased academic performance, physical health and improved mental health. Studies have found that single bouts of physical activity result in improved attention (Hillman et al., 2003, 2009; Pontifex et al., 2012), better working memory (Pontifex et al., 2009), and increased academic learning time and reduced off-task behaviours.So, what exactly are the key benefits of exercise to student and faculty wellbeing?STRESS AND ANXIETY MANAGEMENTCovid-19 brought a period of unprecedented change, particularly within the education sector. Academic institutions were forced to have to navigate a new way of learning for their students to successfully adapt and learn from home. With this surfaced feelings of stress and anxiety. For some students and faculty, this may have been a new feeling, while for others these emotions may have been heightened. While thankfully, lockdown now seems to be in the past, and both students and faculty are now back into a regular academic routine, the challenge of managing student and faculty’s anxieties, fears and uncertainties, is still present.One way to tackle this ongoing challenge is through movement, which has been known to effectively manage stress and anxiety. Physical activity that raises the heart rate is proven to release endorphins, giving the brain a feel-good pump and helping to reduce the  symptoms of stress  . Implementing and offering a physical education strategy within your academic institution, allows students a healthy outlet to manage any stress or anxiety they may be feeling about their education and in their personal life.IMPROVED ACADEMIC PERFORMANCEAs well as helping to alleviate symptoms of stress and anxiety, research also shows that physical activity can have a significant impact on cognitive skills, such as concentration and  attention span  . It can also improve behavioural attitudes in academic settings, which aids in improved academic performance. Academic performance is crucial to student’s overall wellbeing, therefore, by introducing physical activities to engage in, both students and faculty can drastically reduce their stress levels.BUILDING HEALTHY HABITSAllowing students to explore and discover what they like to do, such as getting involved in a team sports, yoga or group meditation, can help them to make informed decisions about long term exercise goals, and build healthy habits, not to mention, associations with physical activity.Exercise can also be a sociable activity, that coupled with the above benefits, can dramatically improve students’ and faculty’s wellbeing. It also gives students the foundations to ensure that exercise is a part of their own wellbeing routine. This in turn promotes a positive mindset about exercise, which will hopefully continue into their life post education, helping them to build lifelong healthy lifestyle habits.It’s clear that movement has numerous benefits including the ability to help reduce stress and boost energy levels, leading to improved academic performance. As a faculty member, actively encourage the importance of movement to your students and offer advice on how this can be achieved. It’s also equally important as a student to come to classes prepared and allow yourself time between studying to walk between lessons, or time to meditate in the library.Through this dual approach, both faculty me...]]></description><guid isPermaLink="false">axyNkY9K</guid><pubDate>Thu, 30 Nov 2023 09:22:42 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57860703/qwsxgbnxgyszi7g3qsvucalkvgonzk4h0viq4wtp.mp3" length="989376" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f455432-8dfc-4239-a89f-d4289be0f981/2f455432-8dfc-4239-a89f-d4289be0f981.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f455432-8dfc-4239-a89f-d4289be0f981/2f455432-8dfc-4239-a89f-d4289be0f981.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f455432-8dfc-4239-a89f-d4289be0f981/2f455432-8dfc-4239-a89f-d4289be0f981.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Physical activity and academic performance: The link between exercise and wellbeing in academic institutionsThis article will explore the benefits of physical activity in academic institutions for student and faculty wellbeing, as well as academic...</itunes:subtitle><itunes:summary><![CDATA[Physical activity and academic performance: The link between exercise and wellbeing in academic institutionsThis article will explore the benefits of physical activity in academic institutions for student and faculty wellbeing, as well as academic performance. The article will also highlight the positive effects of exercise on mental health, reducing stress levels, and improving cognitive function. Additionally, the article will offer practical recommendations for incorporating physical activity into busy academic schedules to facilitate a healthy lifestyle.The benefits of exercise and movement in academic settings are tenfold, including increased academic performance, physical health and improved mental health. Studies have found that single bouts of physical activity result in improved attention (Hillman et al., 2003, 2009; Pontifex et al., 2012), better working memory (Pontifex et al., 2009), and increased academic learning time and reduced off-task behaviours.So, what exactly are the key benefits of exercise to student and faculty wellbeing?STRESS AND ANXIETY MANAGEMENTCovid-19 brought a period of unprecedented change, particularly within the education sector. Academic institutions were forced to have to navigate a new way of learning for their students to successfully adapt and learn from home. With this surfaced feelings of stress and anxiety. For some students and faculty, this may have been a new feeling, while for others these emotions may have been heightened. While thankfully, lockdown now seems to be in the past, and both students and faculty are now back into a regular academic routine, the challenge of managing student and faculty’s anxieties, fears and uncertainties, is still present.One way to tackle this ongoing challenge is through movement, which has been known to effectively manage stress and anxiety. Physical activity that raises the heart rate is proven to release endorphins, giving the brain a feel-good pump and helping to reduce the  symptoms of stress  . Implementing and offering a physical education strategy within your academic institution, allows students a healthy outlet to manage any stress or anxiety they may be feeling about their education and in their personal life.IMPROVED ACADEMIC PERFORMANCEAs well as helping to alleviate symptoms of stress and anxiety, research also shows that physical activity can have a significant impact on cognitive skills, such as concentration and  attention span  . It can also improve behavioural attitudes in academic settings, which aids in improved academic performance. Academic performance is crucial to student’s overall wellbeing, therefore, by introducing physical activities to engage in, both students and faculty can drastically reduce their stress levels.BUILDING HEALTHY HABITSAllowing students to explore and discover what they like to do, such as getting involved in a team sports, yoga or group meditation, can help them to make informed decisions about long term exercise goals, and build healthy habits, not to mention, associations with physical activity.Exercise can also be a sociable activity, that coupled with the above benefits, can dramatically improve students’ and faculty’s wellbeing. It also gives students the foundations to ensure that exercise is a part of their own wellbeing routine. This in turn promotes a positive mindset about exercise, which will hopefully continue into their life post education, helping them to build lifelong healthy lifestyle habits.It’s clear that movement has numerous benefits including the ability to help reduce stress and boost energy levels, leading to improved academic performance. As a faculty member, actively encourage the importance of movement to your students and offer advice on how this can be achieved. It’s also equally important as a student to come to classes prepared and allow yourself time between studying to walk between lessons, or time to meditate in the library.Through this dual approach, both...]]></itunes:summary><itunes:duration>248</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Optimising the Apprenticeship Levy for future staff success</title><link>https://www.spreaker.com/episode/optimising-the-apprenticeship-levy-for-future-staff-success--57841902</link><description><![CDATA[In this article, Stacey Hayes-Allen, Director of Corporate Partnerships at Arden University, explores the functional skills hurdle facing degree apprenticeship learners, looking at how businesses can support employees in overcoming this to upskill and futureproof top talent. She also discusses how providing access to degree apprenticeships can be a practical and successful way for companies to address the widening skills gap, attract fresh talent, and retain employees.Opening up access to education is increasingly important in a market where the skills gap is continuing to grow. The UK’s Apprenticeship Levy helps to level out the playing field, for both employers and employees. It enables employers to afford to upskill teams and offer tailored training and development opportunities to their staff. And it allows every employee to have the opportunity to progress higher on the career ladder, removing the cost barrier of studying and enabling them to continue to work alongside their learning.Challenges for companies and employeesWhile the Levy’s intention is good – and it has offered support for companies who wanted to address the skills gap, entice new staff to support future staffing needs and, ultimately, drive growth – there have been some teething issues. One key barrier to learning via the Levy is the functional skills requirement.Currently, as most in FE will understand, to qualify for an apprenticeship via the Government’s Levy with many universities, learners need to meet minimum English and maths skills requirements beforehand – or commit to the functional skills certificate as part of the learning programme – if they do not have a grade four or above GCSE equivalent. This requirement is designed to ensure that apprentices acquire essential literacy and numeracy skills to meet the Government’s skills agenda.However, with apprenticeships typically used as a substitute route into education for those who haven’t completed or had access to other educational routes into the workforce, some potential apprenticeship candidates may not possess the functional skills required. Inevitably, this can make it more challenging for those without a strong educational background to unlock the potential development an apprenticeship can offer.As a result, the functional skills requirement can present a key barrier for apprenticeship learning. It can be difficult for some learners to achieve the functional skills certificate, especially for those who didn’t enjoy school, and this can ultimately deter some from pursuing apprenticeship opportunities in the first place.This is not only frustrating for the would-be apprentices, but also it holds back businesses and the employment market that so desperately needs workers to upskill.Strong partnerships are key to unlocking the full potential of the Apprenticeship LevyThere are, however, some practical steps companies can take to ensure their employees are getting the best chance for upskilling and progressing in their careers using the Levy.For employees who need to obtain functional skills to qualify for the apprenticeship, employers can source an educational training provider, such as Arden University, who can deliver this as part of the apprenticeship learning. When done in this way, the businesses expense of the training provision can be drawn from the Levy, maximising the funding available and ensuring apprenticeships remain open to all.Arden University already works alongside many organisations to offer their staff degree apprenticeships and provide access to functional skills learning as part of the apprenticeship learning. In addition, partnering with an institution that is well versed in supporting working adults will ensure it can offer the relevant and proven support learners need.It’s also vital for businesses to partner with educational institutions that can offer tailored support, to ensure degree apprenticeships meet their business’ demands. For example, specific courses may need...]]></description><guid isPermaLink="false">5L3k1DL2</guid><pubDate>Wed, 29 Nov 2023 08:39:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57841902/sfxmasdxsdtfgugysntiut9flwcctupmp3nq95pk.mp3" length="1296000" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fc671896-0963-4f4a-8390-9e075dfda680/fc671896-0963-4f4a-8390-9e075dfda680.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fc671896-0963-4f4a-8390-9e075dfda680/fc671896-0963-4f4a-8390-9e075dfda680.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fc671896-0963-4f4a-8390-9e075dfda680/fc671896-0963-4f4a-8390-9e075dfda680.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Stacey Hayes-Allen, Director of Corporate Partnerships at Arden University, explores the functional skills hurdle facing degree apprenticeship learners, looking at how businesses can support employees in overcoming this to upskill and...</itunes:subtitle><itunes:summary><![CDATA[In this article, Stacey Hayes-Allen, Director of Corporate Partnerships at Arden University, explores the functional skills hurdle facing degree apprenticeship learners, looking at how businesses can support employees in overcoming this to upskill and futureproof top talent. She also discusses how providing access to degree apprenticeships can be a practical and successful way for companies to address the widening skills gap, attract fresh talent, and retain employees.Opening up access to education is increasingly important in a market where the skills gap is continuing to grow. The UK’s Apprenticeship Levy helps to level out the playing field, for both employers and employees. It enables employers to afford to upskill teams and offer tailored training and development opportunities to their staff. And it allows every employee to have the opportunity to progress higher on the career ladder, removing the cost barrier of studying and enabling them to continue to work alongside their learning.Challenges for companies and employeesWhile the Levy’s intention is good – and it has offered support for companies who wanted to address the skills gap, entice new staff to support future staffing needs and, ultimately, drive growth – there have been some teething issues. One key barrier to learning via the Levy is the functional skills requirement.Currently, as most in FE will understand, to qualify for an apprenticeship via the Government’s Levy with many universities, learners need to meet minimum English and maths skills requirements beforehand – or commit to the functional skills certificate as part of the learning programme – if they do not have a grade four or above GCSE equivalent. This requirement is designed to ensure that apprentices acquire essential literacy and numeracy skills to meet the Government’s skills agenda.However, with apprenticeships typically used as a substitute route into education for those who haven’t completed or had access to other educational routes into the workforce, some potential apprenticeship candidates may not possess the functional skills required. Inevitably, this can make it more challenging for those without a strong educational background to unlock the potential development an apprenticeship can offer.As a result, the functional skills requirement can present a key barrier for apprenticeship learning. It can be difficult for some learners to achieve the functional skills certificate, especially for those who didn’t enjoy school, and this can ultimately deter some from pursuing apprenticeship opportunities in the first place.This is not only frustrating for the would-be apprentices, but also it holds back businesses and the employment market that so desperately needs workers to upskill.Strong partnerships are key to unlocking the full potential of the Apprenticeship LevyThere are, however, some practical steps companies can take to ensure their employees are getting the best chance for upskilling and progressing in their careers using the Levy.For employees who need to obtain functional skills to qualify for the apprenticeship, employers can source an educational training provider, such as Arden University, who can deliver this as part of the apprenticeship learning. When done in this way, the businesses expense of the training provision can be drawn from the Levy, maximising the funding available and ensuring apprenticeships remain open to all.Arden University already works alongside many organisations to offer their staff degree apprenticeships and provide access to functional skills learning as part of the apprenticeship learning. In addition, partnering with an institution that is well versed in supporting working adults will ensure it can offer the relevant and proven support learners need.It’s also vital for businesses to partner with educational institutions that can offer tailored support, to ensure degree apprenticeships meet their business’ demands. For example, specific courses may...]]></itunes:summary><itunes:duration>324</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Maths to 18: does it add up?</title><link>https://www.spreaker.com/episode/maths-to-18-does-it-add-up--57829073</link><description><![CDATA[With maths education being highlighted by both Conservative and Labour at the recent political party conferences, what could the proposals and discussions mean for schools and teachers? Dr Thomas Hunt, Associate Professor in Psychology at the University of Derby, who leads the Mathematics Anxiety Research Group, discusses.  Getting maths education right is essential. After all, maths attainment is related to all sorts of positive outcomes, including better health and earnings. In his speech a few months ago, the Prime Minister, Rishi Sunak, suggested that improved maths skills will support future economic growth, pointing towards a requirement for all students to study maths to 18. This was emphasised again more recently when he announced plans to introduce a new post-16 qualification – the Advanced British Standard (reinforced recently in the King’s Speech at the State Opening of Parliament), including the compulsory study of some English and maths to 18.The Prime Minister has also spoken about the need to change the “anti-maths mindset” in the UK, targeting society’s negative view of maths. This seems at odds with reference to the UK climbing the international league tables in maths performance. Indeed, TIMMS data demonstrates this to be the case among primary school children in England, with a year-on-year rise in maths performance since 1995, and performance at both the primary and secondary school stage being greater than the world average. Nonetheless, these statistics do not marry up with the behaviour of upper secondary age pupils; according to a Nuffield Foundation study in 2010, in which 24 countries were compared, the number of 16-18 year-olds in England and Wales taking maths was far less than their international counterparts.This was further highlighted in a government blog earlier this year in which it was pointed out that many other countries ensure that students study some sort of maths post-16. As highlighted by National Numeracy, many adults do not believe that school maths prepared them well for maths in everyday life. Thus, there may be a disconnect between pre-adult (even pre-16) maths and the way in which maths is then used throughout adulthood. It is also worth considering the difference between maths and numeracy, with the latter being defined as the use of basic maths in real-life situations.Psychology + mathsPersonally, I welcome Rishi Sunak’s emphasis on mindset when debating maths education. However, the situation is far from simple. We need to be mindful of the range and complexities of the attitudes, emotions, and beliefs involved in successful maths education and beyond. For example, being motivated is clearly important when it comes to engaging with maths at school, but what do we mean by motivation exactly? Does the current education system adequately address motivation associated with a love of the subject compared to the desire to do well because it would help one progress to a desired job or course of study? I believe Psychology has more to add to the discussion.There is a wide array of academic literature to evidence that the range of positive and negative feelings and attitudes a person might have towards maths contributes greatly to their engagement, success, and continuation with it. Psychological factors such as resilience, self-concept, self-efficacy, growth mindset, and shame all play a vital role in maths education. In fact, our recent work showed that, across the three countries studied, having a growth mindset (the belief that one’s maths ability can be improved) was a predictor of less shame associated with one’s maths ability and performance.An expert group has been established by the government to advise what maths content is essential post-16. It is hoped that addressing post-16 maths education will support higher levels of numeracy within the adult population. However, discussion about post-16 maths could detract from a broader discussion around maths education, including math...]]></description><guid isPermaLink="false">bLPOoqz5</guid><pubDate>Tue, 28 Nov 2023 10:27:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57829073/amfey9rzr1v0phgd7bqa0k7boheo5v6vlxiigcdg.mp3" length="2240352" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c272255-b15e-46af-a696-e975fee82f68/3c272255-b15e-46af-a696-e975fee82f68.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c272255-b15e-46af-a696-e975fee82f68/3c272255-b15e-46af-a696-e975fee82f68.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c272255-b15e-46af-a696-e975fee82f68/3c272255-b15e-46af-a696-e975fee82f68.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With maths education being highlighted by both Conservative and Labour at the recent political party conferences, what could the proposals and discussions mean for schools and teachers? Dr Thomas Hunt, Associate Professor in Psychology at the...</itunes:subtitle><itunes:summary><![CDATA[With maths education being highlighted by both Conservative and Labour at the recent political party conferences, what could the proposals and discussions mean for schools and teachers? Dr Thomas Hunt, Associate Professor in Psychology at the University of Derby, who leads the Mathematics Anxiety Research Group, discusses.  Getting maths education right is essential. After all, maths attainment is related to all sorts of positive outcomes, including better health and earnings. In his speech a few months ago, the Prime Minister, Rishi Sunak, suggested that improved maths skills will support future economic growth, pointing towards a requirement for all students to study maths to 18. This was emphasised again more recently when he announced plans to introduce a new post-16 qualification – the Advanced British Standard (reinforced recently in the King’s Speech at the State Opening of Parliament), including the compulsory study of some English and maths to 18.The Prime Minister has also spoken about the need to change the “anti-maths mindset” in the UK, targeting society’s negative view of maths. This seems at odds with reference to the UK climbing the international league tables in maths performance. Indeed, TIMMS data demonstrates this to be the case among primary school children in England, with a year-on-year rise in maths performance since 1995, and performance at both the primary and secondary school stage being greater than the world average. Nonetheless, these statistics do not marry up with the behaviour of upper secondary age pupils; according to a Nuffield Foundation study in 2010, in which 24 countries were compared, the number of 16-18 year-olds in England and Wales taking maths was far less than their international counterparts.This was further highlighted in a government blog earlier this year in which it was pointed out that many other countries ensure that students study some sort of maths post-16. As highlighted by National Numeracy, many adults do not believe that school maths prepared them well for maths in everyday life. Thus, there may be a disconnect between pre-adult (even pre-16) maths and the way in which maths is then used throughout adulthood. It is also worth considering the difference between maths and numeracy, with the latter being defined as the use of basic maths in real-life situations.Psychology + mathsPersonally, I welcome Rishi Sunak’s emphasis on mindset when debating maths education. However, the situation is far from simple. We need to be mindful of the range and complexities of the attitudes, emotions, and beliefs involved in successful maths education and beyond. For example, being motivated is clearly important when it comes to engaging with maths at school, but what do we mean by motivation exactly? Does the current education system adequately address motivation associated with a love of the subject compared to the desire to do well because it would help one progress to a desired job or course of study? I believe Psychology has more to add to the discussion.There is a wide array of academic literature to evidence that the range of positive and negative feelings and attitudes a person might have towards maths contributes greatly to their engagement, success, and continuation with it. Psychological factors such as resilience, self-concept, self-efficacy, growth mindset, and shame all play a vital role in maths education. In fact, our recent work showed that, across the three countries studied, having a growth mindset (the belief that one’s maths ability can be improved) was a predictor of less shame associated with one’s maths ability and performance.An expert group has been established by the government to advise what maths content is essential post-16. It is hoped that addressing post-16 maths education will support higher levels of numeracy within the adult population. However, discussion about post-16 maths could detract from a broader discussion around maths education, including...]]></itunes:summary><itunes:duration>561</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>You want to be a hairdresser? If a train travels at an average speed of 60 miles per hour…</title><link>https://www.spreaker.com/episode/you-want-to-be-a-hairdresser-if-a-train-travels-at-an-average-speed-of-60-miles-per-hour--57817965</link><description><![CDATA[With English and maths being talked about more than ever before, David Redden, Functional Skills specialist at the awarding organisation NCFE, outlines the challenges facing both learners and educators, and discusses what needs to be done to change the status quo.We currently live in a country where if you don’t achieve your English and maths at school, you are plunged into a world of uncertainty.Go to college, and you’re forced into a resit cycle which sees around 80% of students experience the pain of failure again and again. Go down an apprenticeship route and you don’t escape either, as it’s mandatory to have a GCSE or Functional Skills at Level 3 and above to complete.As a result, many academic and employability opportunities will be denied to you should you be deemed not to meet the core requirements. Want to do a Level 3 Apprenticeship in Hair and Beauty? Not without the Level 2 or Grade 4 in English and maths. Dreams must be revised, expectations lowered, or else face a longer slog to get to where you want to be.Approaching things differentlySome might say that people should just “get their head down and work harder”. However, while literacy and numeracy are undoubtedly essential skills for everyone, there’s a grey area about whether the type of English and maths being taught is always fit for the route individuals wants to go down.Being made to sit a qualification that doesn’t resonate with their style of learning forces young people to abandon planned education routes, pushing them to a lower level and reducing their hopes of going into employment at a position they desire.If we want young people to be in control of their own futures, we need to provide an education that enables them to succeed. GCSE maths has a place in education, primarily for those learners looking to progress in a mathematics field, be that in the actual subject or related area, however it should not be the sole route for all.Rishi Sunak’s pledges for Multiply and to study maths until the age of 18 recognise the importance of developing skills in maths but could be destined to fail unless we embrace the fact that people have different requirements. It’s possible to approach the same subject in a different way but still demonstrate the same level of knowledge.Those at the opposite end of the scale must be provided with the skills that allow for progression should they go into further education or apprenticeships. We need to prepare these learners better when they’re in school (pre-16), rather than pass them down the road to the next education provider, particularly when they are provided with fewer resources and less time to work miracles.By giving these students the practical, contextualised skills that are needed in life and work, they will benefit much more and progress faster than trying to hammer home high-end mathematics that they are neither going to take in or use in the future.An archaic system and the forgotten thirdThe education system in England is risk averse and archaic in its nature. The current headlines all highlight the risks around artificial intelligence for education (focusing on issues such as cheating in exams) however the real issue is the way we currently assess students and how we measure their abilities.Each year, over a third of students will be left behind – often referred to as the forgotten third. This is how the system is built. Not everyone can pass no matter how much they shine in their final exam. As Geoff Barton, General Secretary of the Association of School and College Leaders, once said, imagine the outrage if we created a driving test that will automatically fail a third of people, no matter how well they drive.I recently shared a BBC news story around how the resits policy is causing a crisis in 16-19 education, and it got more reaction than any other post I’ve put out – such is the emotion around this policy.Things need to change and there needs to be more recognition that GCSEs are not always the answer;...]]></description><guid isPermaLink="false">VLeWNy9G</guid><pubDate>Mon, 27 Nov 2023 10:43:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57817965/xorfr7kckezaumlyzekxm3ieqq9vpepl5w6dfzpw.mp3" length="1426176" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/936e3e46-c738-4d6b-aaa9-d5ed9032ef18/936e3e46-c738-4d6b-aaa9-d5ed9032ef18.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/936e3e46-c738-4d6b-aaa9-d5ed9032ef18/936e3e46-c738-4d6b-aaa9-d5ed9032ef18.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/936e3e46-c738-4d6b-aaa9-d5ed9032ef18/936e3e46-c738-4d6b-aaa9-d5ed9032ef18.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With English and maths being talked about more than ever before, David Redden, Functional Skills specialist at the awarding organisation NCFE, outlines the challenges facing both learners and educators, and discusses what needs to be done to change...</itunes:subtitle><itunes:summary><![CDATA[With English and maths being talked about more than ever before, David Redden, Functional Skills specialist at the awarding organisation NCFE, outlines the challenges facing both learners and educators, and discusses what needs to be done to change the status quo.We currently live in a country where if you don’t achieve your English and maths at school, you are plunged into a world of uncertainty.Go to college, and you’re forced into a resit cycle which sees around 80% of students experience the pain of failure again and again. Go down an apprenticeship route and you don’t escape either, as it’s mandatory to have a GCSE or Functional Skills at Level 3 and above to complete.As a result, many academic and employability opportunities will be denied to you should you be deemed not to meet the core requirements. Want to do a Level 3 Apprenticeship in Hair and Beauty? Not without the Level 2 or Grade 4 in English and maths. Dreams must be revised, expectations lowered, or else face a longer slog to get to where you want to be.Approaching things differentlySome might say that people should just “get their head down and work harder”. However, while literacy and numeracy are undoubtedly essential skills for everyone, there’s a grey area about whether the type of English and maths being taught is always fit for the route individuals wants to go down.Being made to sit a qualification that doesn’t resonate with their style of learning forces young people to abandon planned education routes, pushing them to a lower level and reducing their hopes of going into employment at a position they desire.If we want young people to be in control of their own futures, we need to provide an education that enables them to succeed. GCSE maths has a place in education, primarily for those learners looking to progress in a mathematics field, be that in the actual subject or related area, however it should not be the sole route for all.Rishi Sunak’s pledges for Multiply and to study maths until the age of 18 recognise the importance of developing skills in maths but could be destined to fail unless we embrace the fact that people have different requirements. It’s possible to approach the same subject in a different way but still demonstrate the same level of knowledge.Those at the opposite end of the scale must be provided with the skills that allow for progression should they go into further education or apprenticeships. We need to prepare these learners better when they’re in school (pre-16), rather than pass them down the road to the next education provider, particularly when they are provided with fewer resources and less time to work miracles.By giving these students the practical, contextualised skills that are needed in life and work, they will benefit much more and progress faster than trying to hammer home high-end mathematics that they are neither going to take in or use in the future.An archaic system and the forgotten thirdThe education system in England is risk averse and archaic in its nature. The current headlines all highlight the risks around artificial intelligence for education (focusing on issues such as cheating in exams) however the real issue is the way we currently assess students and how we measure their abilities.Each year, over a third of students will be left behind – often referred to as the forgotten third. This is how the system is built. Not everyone can pass no matter how much they shine in their final exam. As Geoff Barton, General Secretary of the Association of School and College Leaders, once said, imagine the outrage if we created a driving test that will automatically fail a third of people, no matter how well they drive.I recently shared a BBC news story around how the resits policy is causing a crisis in 16-19 education, and it got more reaction than any other post I’ve put out – such is the emotion around this policy.Things need to change and there needs to be more recognition that GCSEs are not always the...]]></itunes:summary><itunes:duration>357</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>From Wellbeing to Welldoing: A preventative and sustainable approach for supporting wellbeing within the classroom</title><link>https://www.spreaker.com/episode/from-wellbeing-to-welldoing-a-preventative-and-sustainable-approach-for-supporting-wellbeing-within-the-classroom--57817964</link><description><![CDATA[In this article, Abby discusses Welldoing, a sustainable and adaptive approach which allows busy academics to manage multiple challenges in the classroom. Welldoing helps colleagues to support student wellbeing via learning.The education sector, from Primary and Secondary to Further and Higher education, is witnessing a crisis in young people’s mental health (Department for Health and Department for Education, 2017; World Health Organization, 2020), presenting already-overworked teachers with a further challenge to address. Whilst many educational providers are putting in place policy and processes to support student wellbeing, much of this support exists beyond the curriculum, outside of the classroom and at the very edges of our provision; wellbeing is predominantly positioned as an antidote to the pressures and strains of education, often taking the form of bolt-on activities such as exercise, mindfulness and healthy eating campaigns. Whilst this article doesn’t seek to challenge the rationale or need for this much-needed support, it seeks to encourage us to reconsider wellbeing as something that we can directly support within our classrooms at the very heart of what we do, via teaching and learning: Welcome to Welldoing. Welldoing exists at the intersection of teaching and learningWelldoing exists at the intersection of teaching and learning, recognising that we can support wellbeing directly through the very ways in which we learn, think and work. The approach enables students to take greater ownership of how they learn, equipping them with strategies which are flexible, adaptable and fluctuate in response to their changing context and needs; when writing the Welldoing book, we were repeatedly humbled by the sheer insight and creative ability of our learners to think differently, adapt their approach and try something new to overcome a hurdle.  In this sense, Welldoing encourages both staff and students to move away from a one-size fits all approach, challenging idealised notions of what ‘good’ learning looks like. For example, Welldoing encourages a more nuanced exploration of how we interact with our surroundings so that learners can harness their environment in order to boost their cognition. We call this Cognitively Comfy Learning, which equips students with strategies to reflect and act on their sensory needs to ensure their brains are ‘comfy’. Thinking spacesWelldoing also encourages learners to think about the page (digital or physical) in front of them and see this as a Thinking space which they can actively adapt, manipulate and control to boost focus, concentration and motivation; the go-to mindmap can be complemented or replaced with a table (Think inside the box), formulas for writing ( the PIES strategy: Point, Information , Explanation, So what?) and a good dose of colour coding, to help learners take ownership of their thinking and  overcome, or even avoid, information overload and analysis paralysis.Central to the Welldoing ethos, is the learner’s capacity to Pick and mix strategies and layer them so that students can create their perfect ‘Combo’ of strategies for their own personal challenges: When we encourage our learners to shift their perspective in this way, the possibilities for how we approach our learning are endless.In addition, Welldoing addresses the very real challenge that some of the strategies students will have developed in the past (and cognitively cemented as their go-to way of working), may not always continue to fully support the students as their educational context, subject discipline and type of learning they are engaging in shift. As an example, strategies to support writing can suddenly reduce in their effectiveness as the length, complexity and cognitive load of the tasks our learners are set increase. Some students may find that they are able to manage planning their ideas, writing, sequencing, refining and polishing their work simultaneously.Making Planning and Writing a piece...]]></description><guid isPermaLink="false">VxGM2DzW</guid><pubDate>Mon, 27 Nov 2023 10:42:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57817964/3gboujv1gyrmlggkvkteuuamtgbbigpt1q9vfvgt.mp3" length="1510944" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1bca51a8-a103-49e0-b132-a73b043f3431/1bca51a8-a103-49e0-b132-a73b043f3431.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1bca51a8-a103-49e0-b132-a73b043f3431/1bca51a8-a103-49e0-b132-a73b043f3431.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1bca51a8-a103-49e0-b132-a73b043f3431/1bca51a8-a103-49e0-b132-a73b043f3431.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Abby discusses Welldoing, a sustainable and adaptive approach which allows busy academics to manage multiple challenges in the classroom. Welldoing helps colleagues to support student wellbeing via learning.The education sector, from...</itunes:subtitle><itunes:summary><![CDATA[In this article, Abby discusses Welldoing, a sustainable and adaptive approach which allows busy academics to manage multiple challenges in the classroom. Welldoing helps colleagues to support student wellbeing via learning.The education sector, from Primary and Secondary to Further and Higher education, is witnessing a crisis in young people’s mental health (Department for Health and Department for Education, 2017; World Health Organization, 2020), presenting already-overworked teachers with a further challenge to address. Whilst many educational providers are putting in place policy and processes to support student wellbeing, much of this support exists beyond the curriculum, outside of the classroom and at the very edges of our provision; wellbeing is predominantly positioned as an antidote to the pressures and strains of education, often taking the form of bolt-on activities such as exercise, mindfulness and healthy eating campaigns. Whilst this article doesn’t seek to challenge the rationale or need for this much-needed support, it seeks to encourage us to reconsider wellbeing as something that we can directly support within our classrooms at the very heart of what we do, via teaching and learning: Welcome to Welldoing. Welldoing exists at the intersection of teaching and learningWelldoing exists at the intersection of teaching and learning, recognising that we can support wellbeing directly through the very ways in which we learn, think and work. The approach enables students to take greater ownership of how they learn, equipping them with strategies which are flexible, adaptable and fluctuate in response to their changing context and needs; when writing the Welldoing book, we were repeatedly humbled by the sheer insight and creative ability of our learners to think differently, adapt their approach and try something new to overcome a hurdle.  In this sense, Welldoing encourages both staff and students to move away from a one-size fits all approach, challenging idealised notions of what ‘good’ learning looks like. For example, Welldoing encourages a more nuanced exploration of how we interact with our surroundings so that learners can harness their environment in order to boost their cognition. We call this Cognitively Comfy Learning, which equips students with strategies to reflect and act on their sensory needs to ensure their brains are ‘comfy’. Thinking spacesWelldoing also encourages learners to think about the page (digital or physical) in front of them and see this as a Thinking space which they can actively adapt, manipulate and control to boost focus, concentration and motivation; the go-to mindmap can be complemented or replaced with a table (Think inside the box), formulas for writing ( the PIES strategy: Point, Information , Explanation, So what?) and a good dose of colour coding, to help learners take ownership of their thinking and  overcome, or even avoid, information overload and analysis paralysis.Central to the Welldoing ethos, is the learner’s capacity to Pick and mix strategies and layer them so that students can create their perfect ‘Combo’ of strategies for their own personal challenges: When we encourage our learners to shift their perspective in this way, the possibilities for how we approach our learning are endless.In addition, Welldoing addresses the very real challenge that some of the strategies students will have developed in the past (and cognitively cemented as their go-to way of working), may not always continue to fully support the students as their educational context, subject discipline and type of learning they are engaging in shift. As an example, strategies to support writing can suddenly reduce in their effectiveness as the length, complexity and cognitive load of the tasks our learners are set increase. Some students may find that they are able to manage planning their ideas, writing, sequencing, refining and polishing their work simultaneously.Making Planning and Writing a...]]></itunes:summary><itunes:duration>378</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/001c517cd2a9faf26024102f6770c0f5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>How to facilitate effective cross-functional collaboration through people development</title><link>https://www.spreaker.com/episode/how-to-facilitate-effective-cross-functional-collaboration-through-people-development--57794487</link><description><![CDATA[The advancement of generative AI has encouraged organisations to become more cross-functional than ever before. The technology is opening doors to innovation, offering opportunities for various departments to collaborate on new projects. This shift can be hugely beneficial for an organisation’s growth, but should be managed carefully. In order for this naturally evolving collaborative mindset to succeed long term, organisations must prepare their people accordingly. Learning and development tools such as group coaching should be deployed well in advance, so that organisations can enjoy a smooth transition to fluid interdepartmental collaboration. Expanding your organisational mindset In a rapidly changing business environment, introducing a cross-functional approach can be attractive for organisations seeking to become more agile. Indeed, more than three quarters (83%) of digitally maturing companies reported that they use cross-functional teams. Such organisations are known for their adaptability, regularly re-aligning their strategy in response to technological advancements. For example, an organisation could look to leverage generative AI through the development of a customer service chatbot. Such a tool would require software developers to create the product, the marketing team to encourage customers to use the product, and the internal communications team to educate staff on its usage. Being prepared for change in this way prevents stagnation, and allows organisations to take advantage of growth opportunities. The key word here is preparation. The benefits of cross-functional working are well established and broadly accepted, but the approach cannot be implemented from one day to the next. For example, marketing and software development are very different disciplines, requiring distinct skill sets and expertise. For collaboration between these teams to be successful, the organisation needs to go beyond establishing joint projects, and implement a cross-functional mindset. Overcoming cross-functional challengesAny shift in organisational behaviour must have clear motivations from the outset, based upon the objectives and values of the organisation. This is especially true for cross-functional working, which requires effective communication between team members for success. Miscommunication becomes a breeding ground for conflict, which can not only delay a project, but have an impact on employee wellbeing. When employees with different skill sets are sharing a project for the first time, they can have difficulties understanding their peers’ ways of working. This can include misunderstanding specific jargon, underappreciating the complexity of tasks, and miscalculating the schedule of a project. Moreover, the limited scope of projects that employees exclusively collaborate on can lead to misaligned goals. Each individual has their own set of personal and departmental objectives, and a shared project may be perceived as a distraction. Leaders should appreciate that experiencing such roadblocks isn’t a failing of the team or the collaborative approach, but can be caused by a lack of preparation for the change that employees are experiencing. Investing in learning and development programmes that equip employees with a uniquely cross-functional skill set can empower them to thrive in such an environment. Introducing cross-functional people developmentTaking a proactive approach is key to ensuring that employees move through organisational change with ease. Findings from Gartner suggest that when managers create a psychologically safe environment, it can have up to a 46% reduction in change fatigue. According to McKinsey &amp; Company, a psychologically safe environment is one in which people feel safe to take risks, share creative ideas, and receive feedback from others. This is foundational for cross-functional working, which requires trust and open communication to be successful.Establishing a psychologically safe environment...]]></description><guid isPermaLink="false">5zqMNyzQ</guid><pubDate>Fri, 24 Nov 2023 09:25:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57794487/qywpzul66wh5a1if0rpd4midx3iv37swfrld94k8.mp3" length="1366368" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aacf3530-02a2-4928-8e27-7f9891ead455/aacf3530-02a2-4928-8e27-7f9891ead455.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aacf3530-02a2-4928-8e27-7f9891ead455/aacf3530-02a2-4928-8e27-7f9891ead455.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/aacf3530-02a2-4928-8e27-7f9891ead455/aacf3530-02a2-4928-8e27-7f9891ead455.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The advancement of generative AI has encouraged organisations to become more cross-functional than ever before. The technology is opening doors to innovation, offering opportunities for various departments to collaborate on new projects. This shift...</itunes:subtitle><itunes:summary><![CDATA[The advancement of generative AI has encouraged organisations to become more cross-functional than ever before. The technology is opening doors to innovation, offering opportunities for various departments to collaborate on new projects. This shift can be hugely beneficial for an organisation’s growth, but should be managed carefully. In order for this naturally evolving collaborative mindset to succeed long term, organisations must prepare their people accordingly. Learning and development tools such as group coaching should be deployed well in advance, so that organisations can enjoy a smooth transition to fluid interdepartmental collaboration. Expanding your organisational mindset In a rapidly changing business environment, introducing a cross-functional approach can be attractive for organisations seeking to become more agile. Indeed, more than three quarters (83%) of digitally maturing companies reported that they use cross-functional teams. Such organisations are known for their adaptability, regularly re-aligning their strategy in response to technological advancements. For example, an organisation could look to leverage generative AI through the development of a customer service chatbot. Such a tool would require software developers to create the product, the marketing team to encourage customers to use the product, and the internal communications team to educate staff on its usage. Being prepared for change in this way prevents stagnation, and allows organisations to take advantage of growth opportunities. The key word here is preparation. The benefits of cross-functional working are well established and broadly accepted, but the approach cannot be implemented from one day to the next. For example, marketing and software development are very different disciplines, requiring distinct skill sets and expertise. For collaboration between these teams to be successful, the organisation needs to go beyond establishing joint projects, and implement a cross-functional mindset. Overcoming cross-functional challengesAny shift in organisational behaviour must have clear motivations from the outset, based upon the objectives and values of the organisation. This is especially true for cross-functional working, which requires effective communication between team members for success. Miscommunication becomes a breeding ground for conflict, which can not only delay a project, but have an impact on employee wellbeing. When employees with different skill sets are sharing a project for the first time, they can have difficulties understanding their peers’ ways of working. This can include misunderstanding specific jargon, underappreciating the complexity of tasks, and miscalculating the schedule of a project. Moreover, the limited scope of projects that employees exclusively collaborate on can lead to misaligned goals. Each individual has their own set of personal and departmental objectives, and a shared project may be perceived as a distraction. Leaders should appreciate that experiencing such roadblocks isn’t a failing of the team or the collaborative approach, but can be caused by a lack of preparation for the change that employees are experiencing. Investing in learning and development programmes that equip employees with a uniquely cross-functional skill set can empower them to thrive in such an environment. Introducing cross-functional people developmentTaking a proactive approach is key to ensuring that employees move through organisational change with ease. Findings from Gartner suggest that when managers create a psychologically safe environment, it can have up to a 46% reduction in change fatigue. According to McKinsey &amp; Company, a psychologically safe environment is one in which people feel safe to take risks, share creative ideas, and receive feedback from others. This is foundational for cross-functional working, which requires trust and open communication to be successful.Establishing a psychologically safe...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The Place of Human Skills at the AI Table</title><link>https://www.spreaker.com/episode/the-place-of-human-skills-at-the-ai-table--57794488</link><description><![CDATA[AI has taken the labour market by storm and with that comes new occupation and skills needs. This article offers some valuable data on skills requested for AI occupations, and guides educators through how they can best prepare their learners to fulfil new AI roles and skills requirements.From automating routine tasks to facilitating complex decision-making processes, the power of AI is unbeatable and unquestionable. In a market where everything needs to be delivered yesterday, the wide adoption of AI is far from surprising. But while AI may have the answer to a lot of our most pressing questions, a huge question remains to be answered: what human skills will be needed in the future?Learning to live in an AI-powered world requires businesses to rethink what skills they need from employers to meet their goals. But we may not need a 180-degree transformation: a lot of the skills already being requested in job postings will not only remain relevant but be increasingly more sought-after.AI in education: Where do we start? Education providers have the challenging task of bridging the gap between employers’ needs (old and new) and the skills workers possess, helping to build the foundation for great talent and growth. However, adapting a curriculum to new AI skills needs and other complimentary needs that stem from AI adoption can’t be based on guesswork. Conversations need to be had around preparing education for an AI world, and institutions need the data to drive them in the right direction.The Lightcast team recently attended the FE Collective conference in Birmingham, where I presented a session about the latest trends in AI skills and jobs. Understanding digital skills trends is the first step for educators to adapt their curriculum and processes – and make sure their students’ skill sets stay relevant for years to come. We’ve gathered some of the AI skills data presented at the FE Collective in this blog.Reaping the AI opportunity AI truly presents businesses and employees with a new panoply of opportunities – and there’s data to back this up. The Lightcast team has been heavily researching AI trends in the workforce, including occupations, skills, and recruitment figures. Our data tells us that AI jobs are generally well-paid and high-value. For instance, the median advertised salary in a job posting for Finance Managers mentioning AI skills is £13,000 higher than the median advertised salary offered for the same position but without any AI skills. Even within the same roles and occupations, AI can boost annual wages significantly.So we know there’s an opportunity – now, how do education providers help learners to reap it? There’s a wide variety of sought-after AI skills to consider for AI roles: machine learning was the most popular in 2021 and continues to grow in demand. Others include Natural Language Processing (NLP), Deep Learning, Computer Vision, and TensorFlow. More tech-based occupations and roles tend to request these highly specialised skills, so it’s worth taking these into account for technology courses.What about human skills?Even jobs that are heavily connected with the use of AI don’t just require AI skills, but also include a variety of other technical and common or “human” skills. It’s therefore really important to equip students with these skills as well. Some of the most in-demand technical skills for AI jobs include Python, data science, SQL, software development, and software engineering. The most sought-after common skills for AI roles are also highly popular across various different roles and include communication, teamwork, research, problem-solving, and creativity.What we can quickly learn from the data is that human skills are just as important in AI-powered workforces as they were before the AI era. Skills like communication and teamwork can’t be acquired by AI tools – and that’s where workers can stand out. In order to adapt your curriculum to new needs and make it as future-proof as possible, yo...]]></description><guid isPermaLink="false">q9YjNbze</guid><pubDate>Fri, 24 Nov 2023 09:23:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57794488/udrcaxfgbyjvuohtxbm7dr8rxqzo53mho6svdlv3.mp3" length="1042848" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/92d3cb0a-ec2c-4ee9-ab34-db2686939ace/92d3cb0a-ec2c-4ee9-ab34-db2686939ace.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/92d3cb0a-ec2c-4ee9-ab34-db2686939ace/92d3cb0a-ec2c-4ee9-ab34-db2686939ace.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/92d3cb0a-ec2c-4ee9-ab34-db2686939ace/92d3cb0a-ec2c-4ee9-ab34-db2686939ace.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI has taken the labour market by storm and with that comes new occupation and skills needs. This article offers some valuable data on skills requested for AI occupations, and guides educators through how they can best prepare their learners to fulfil...</itunes:subtitle><itunes:summary><![CDATA[AI has taken the labour market by storm and with that comes new occupation and skills needs. This article offers some valuable data on skills requested for AI occupations, and guides educators through how they can best prepare their learners to fulfil new AI roles and skills requirements.From automating routine tasks to facilitating complex decision-making processes, the power of AI is unbeatable and unquestionable. In a market where everything needs to be delivered yesterday, the wide adoption of AI is far from surprising. But while AI may have the answer to a lot of our most pressing questions, a huge question remains to be answered: what human skills will be needed in the future?Learning to live in an AI-powered world requires businesses to rethink what skills they need from employers to meet their goals. But we may not need a 180-degree transformation: a lot of the skills already being requested in job postings will not only remain relevant but be increasingly more sought-after.AI in education: Where do we start? Education providers have the challenging task of bridging the gap between employers’ needs (old and new) and the skills workers possess, helping to build the foundation for great talent and growth. However, adapting a curriculum to new AI skills needs and other complimentary needs that stem from AI adoption can’t be based on guesswork. Conversations need to be had around preparing education for an AI world, and institutions need the data to drive them in the right direction.The Lightcast team recently attended the FE Collective conference in Birmingham, where I presented a session about the latest trends in AI skills and jobs. Understanding digital skills trends is the first step for educators to adapt their curriculum and processes – and make sure their students’ skill sets stay relevant for years to come. We’ve gathered some of the AI skills data presented at the FE Collective in this blog.Reaping the AI opportunity AI truly presents businesses and employees with a new panoply of opportunities – and there’s data to back this up. The Lightcast team has been heavily researching AI trends in the workforce, including occupations, skills, and recruitment figures. Our data tells us that AI jobs are generally well-paid and high-value. For instance, the median advertised salary in a job posting for Finance Managers mentioning AI skills is £13,000 higher than the median advertised salary offered for the same position but without any AI skills. Even within the same roles and occupations, AI can boost annual wages significantly.So we know there’s an opportunity – now, how do education providers help learners to reap it? There’s a wide variety of sought-after AI skills to consider for AI roles: machine learning was the most popular in 2021 and continues to grow in demand. Others include Natural Language Processing (NLP), Deep Learning, Computer Vision, and TensorFlow. More tech-based occupations and roles tend to request these highly specialised skills, so it’s worth taking these into account for technology courses.What about human skills?Even jobs that are heavily connected with the use of AI don’t just require AI skills, but also include a variety of other technical and common or “human” skills. It’s therefore really important to equip students with these skills as well. Some of the most in-demand technical skills for AI jobs include Python, data science, SQL, software development, and software engineering. The most sought-after common skills for AI roles are also highly popular across various different roles and include communication, teamwork, research, problem-solving, and creativity.What we can quickly learn from the data is that human skills are just as important in AI-powered workforces as they were before the AI era. Skills like communication and teamwork can’t be acquired by AI tools – and that’s where workers can stand out. In order to adapt your curriculum to new needs and make it as future-proof as...]]></itunes:summary><itunes:duration>261</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Building a culture of trust</title><link>https://www.spreaker.com/episode/building-a-culture-of-trust--57794489</link><description><![CDATA[TRUST – ‘Having a firm belief in the reliability, truth, or ability of someone’ (Oxford Dictionary).Trust is crucial in building a healthy culture, effective communication, collaboration and commitment. It underpins strong working relationships and greater creativity and innovation, generating solutions that deliver better results. Trust also improves the engagement and wellbeing of staff, leading to improved retention and lower absences.On the flip side, low trust has a detrimental impact. This may stem from insecurity about a leader or manager’s ability to achieve goals; confusion about roles and responsibilities; a lack of transparency or misconceptions about decision making; poor communication and perceived unfairness or unpredictability. All of which can lead to dissatisfaction, low psychological safety, gossip and cliques. A lack of trust breeds suspicion about a leader’s agenda, motive, capacity or capability. Employees in low-trust environments are more inclined to do the minimum necessary to fulfil their role.Having a reputation as someone who delivers results really does matter. It provides credibility and means people are more likely to trust you. Trust is reciprocal – so as a leader or manager you must trust team members first if you want their trust in return.According to Stephen M R Covey, author of ‘The Speed of Trust’, trust comes from both character and competence. Character is built based on integrity, motive and intention; and competence is recognised through an individual’s capabilities, skills, results and track record. Both are vital to establish, grow, extend and in some cases restore trust between all stakeholders in an organisation, and is therefore a ‘critical competency of leadership today’1.Ohio State University (2021) added an additional element, communication – ‘the willingness to share information, tell the truth, admit mistakes, and maintain confidentiality.’2 Day to day this means; engaging in one-to-one conversations with staff; sharing clear expectations: praising the behaviours you want to observe and holding staff to account when performance or behaviours are not to the required standard.And the good news is that trust is a learnable competency.To be trustworthy you must consistently model behaviours that you expect from others:Behave in a reliable and predictable mannerDeliver on promises and demonstrate commitmentTalk respectfully about others and never behind their back – use the same language and comments when discussing an individual’s performance as you would if the person was in the roomAct with integrity, honesty and fairness when making decisionsAcknowledge mistakes and take responsibility for addressing themAct with humility and actively seek to praise othersKeep the confidences of othersDisplay positive intent – for example supporting a team member who is underperforming.Consider how trust is built. Previous performance is largely responsible for an individual’s reputation and as a result their perceived trustworthiness. However, levels of trust are dependent on the current time and actions being taken now. When a school or college is facing challenges or changes, trust can wane.Even though your reputation and the trust others have in you may have taken years to build, it can be quickly lost. Past performance is not the deciding factor, and we know only too well, the need to continually deliver results.Four steps to delivering resultsIdentify clear goals and outcomes with prioritised actions and timelines in which to achieve them. Once the goal and outcomes are outlined, allow staff to have some autonomy about implementation and how they achieve the goals. Trusting leaders give others space, and understand how to provide support from a distance.Ensure that others understand your intent – the reasons behind your actions, ‘why’ you made that decision or are pursuing that goal – and that your reasons are positive and beneficial to others.Be confident and create a climate of high exp...]]></description><guid isPermaLink="false">axyNBY9K</guid><pubDate>Fri, 24 Nov 2023 09:21:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57794489/n13fgh9nqlontprwxxaxapob1r0xpptupdvzsvrs.mp3" length="1223424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90fed2fe-3db4-4150-a657-67ff8834f229/90fed2fe-3db4-4150-a657-67ff8834f229.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90fed2fe-3db4-4150-a657-67ff8834f229/90fed2fe-3db4-4150-a657-67ff8834f229.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/90fed2fe-3db4-4150-a657-67ff8834f229/90fed2fe-3db4-4150-a657-67ff8834f229.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>TRUST – ‘Having a firm belief in the reliability, truth, or ability of someone’ (Oxford Dictionary).Trust is crucial in building a healthy culture, effective communication, collaboration and commitment. It underpins strong working relationships and...</itunes:subtitle><itunes:summary><![CDATA[TRUST – ‘Having a firm belief in the reliability, truth, or ability of someone’ (Oxford Dictionary).Trust is crucial in building a healthy culture, effective communication, collaboration and commitment. It underpins strong working relationships and greater creativity and innovation, generating solutions that deliver better results. Trust also improves the engagement and wellbeing of staff, leading to improved retention and lower absences.On the flip side, low trust has a detrimental impact. This may stem from insecurity about a leader or manager’s ability to achieve goals; confusion about roles and responsibilities; a lack of transparency or misconceptions about decision making; poor communication and perceived unfairness or unpredictability. All of which can lead to dissatisfaction, low psychological safety, gossip and cliques. A lack of trust breeds suspicion about a leader’s agenda, motive, capacity or capability. Employees in low-trust environments are more inclined to do the minimum necessary to fulfil their role.Having a reputation as someone who delivers results really does matter. It provides credibility and means people are more likely to trust you. Trust is reciprocal – so as a leader or manager you must trust team members first if you want their trust in return.According to Stephen M R Covey, author of ‘The Speed of Trust’, trust comes from both character and competence. Character is built based on integrity, motive and intention; and competence is recognised through an individual’s capabilities, skills, results and track record. Both are vital to establish, grow, extend and in some cases restore trust between all stakeholders in an organisation, and is therefore a ‘critical competency of leadership today’1.Ohio State University (2021) added an additional element, communication – ‘the willingness to share information, tell the truth, admit mistakes, and maintain confidentiality.’2 Day to day this means; engaging in one-to-one conversations with staff; sharing clear expectations: praising the behaviours you want to observe and holding staff to account when performance or behaviours are not to the required standard.And the good news is that trust is a learnable competency.To be trustworthy you must consistently model behaviours that you expect from others:Behave in a reliable and predictable mannerDeliver on promises and demonstrate commitmentTalk respectfully about others and never behind their back – use the same language and comments when discussing an individual’s performance as you would if the person was in the roomAct with integrity, honesty and fairness when making decisionsAcknowledge mistakes and take responsibility for addressing themAct with humility and actively seek to praise othersKeep the confidences of othersDisplay positive intent – for example supporting a team member who is underperforming.Consider how trust is built. Previous performance is largely responsible for an individual’s reputation and as a result their perceived trustworthiness. However, levels of trust are dependent on the current time and actions being taken now. When a school or college is facing challenges or changes, trust can wane.Even though your reputation and the trust others have in you may have taken years to build, it can be quickly lost. Past performance is not the deciding factor, and we know only too well, the need to continually deliver results.Four steps to delivering resultsIdentify clear goals and outcomes with prioritised actions and timelines in which to achieve them. Once the goal and outcomes are outlined, allow staff to have some autonomy about implementation and how they achieve the goals. Trusting leaders give others space, and understand how to provide support from a distance.Ensure that others understand your intent – the reasons behind your actions, ‘why’ you made that decision or are pursuing that goal – and that your reasons are positive and beneficial to others.Be confident and create a climate of high...]]></itunes:summary><itunes:duration>306</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Moving from Being to Belonging as an FE Professional </title><link>https://www.spreaker.com/episode/moving-from-being-to-belonging-as-an-fe-professional--57761578</link><description><![CDATA[The second article in the series of Being, Belonging and Flourishing as a Further Education (FE) professional, Annie invites you to explore how the FE professional builds connections and creates a sense of belonging within their professional communities. Historically, the professionalisation of the FE workforce has been marked by turbulence. It has transitioned from the requirement for all FE professionals to acquire mandatory teaching qualifications, highlighting our ‘licence to practice,’ to the present day.In a culture of performativity, teaching in FE is multi-layered. As Crawley (2013) suggests, often FE professionals’ sense of being and professional identity includes being a subject specialist, mentor, personal coach, and researcher. Moreover, Springbett (2018) purports that our professional identities can be an entanglement of discourse and practice. However, at the heart of our practice is our being, our teaching, that creative and person- centred approach, we practice daily, as we aim to improve the lives of others.Entangled in the web of our professional identity, is our belonging. Where do we belong as FE professionals beyond the walls of the institutions in which we work? How do we construct our professional identities? How can we develop our professional agency?MY FE PROFESSIONAL SUITCASELike many FE professionals, I have a multi layered professional identity, and I possess a diverse set of skills, all packed into my professional suitcase. However, it is fair to say that during my years in FE, my researcher identity could most often be found at the bottom of my suitcase, underneath my teacher, mentor, and manager identity, rarely making an appearance. That was until I completed my Advanced Teacher Status (ATS). Completing my ATS helped me to construct my professional belonging and professional agency. My ATS research had a significant impact upon my learners, but the most significant impact was upon my professional identity and belonging, to the point that post covid, I decided that my researcher identity could no longer remain at the bottom of my professional suitcase. So, I packed up my belongings, and left my job in FE and started my PhD. To support my studies, I thought someone, somewhere might also need my years of experience in a freelance capacity!THE ROAD TO RESEARCHPacking my professional suitcase and beginning my research journey has been significant for my professional growth. We can’t all pack up our professional suitcases, but we can strive to develop our researcher identity and our professional agency. (Eteläpelto  et al,  2013) suggests that professional agency is essential in supporting our personal growth and our research identity as we transform the lives of others in our learning organisations.I am not averse to sharing that my past few years as a student, and a mostly unemployed freelancer, has been lonely, a struggle, and at times financially crippling. In such situations, you can begin to question your professional identity and your belonging, especially when you are not attached to an institution, and especially when conferences or paid memberships to professional bodies are no longer tenable.However, belonging, is not necessarily being attached to an institute, but being part of a community that nurtures your professional identity: your being and belonging. One such community is FE Research Meet, a free and democratic movement which supports engagement with research in FE, led by practitioners, for practitioners. Being part of this community in the Black Country, has helped me navigate my professional identity, my professional agency and nourished my research identity.MY FINAL DESTINATIONI have no idea where my final career destination is, or if my professional suitcase will ever find a forever home. But what I do know, is that as I study for my PhD: Investigating Further Education professionals’ lived experiences of the Advanced Teacher Status professional formation with a focus on identit...]]></description><guid isPermaLink="false">nzlkN89R</guid><pubDate>Wed, 22 Nov 2023 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57761578/mc1q6wy6zcbmdftdele0xs5ipkkpsqelrtysebby.mp3" length="1131456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac12a08d-271a-49f6-8603-1db1f006d391/ac12a08d-271a-49f6-8603-1db1f006d391.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac12a08d-271a-49f6-8603-1db1f006d391/ac12a08d-271a-49f6-8603-1db1f006d391.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac12a08d-271a-49f6-8603-1db1f006d391/ac12a08d-271a-49f6-8603-1db1f006d391.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The second article in the series of Being, Belonging and Flourishing as a Further Education (FE) professional, Annie invites you to explore how the FE professional builds connections and creates a sense of belonging within their professional...</itunes:subtitle><itunes:summary><![CDATA[The second article in the series of Being, Belonging and Flourishing as a Further Education (FE) professional, Annie invites you to explore how the FE professional builds connections and creates a sense of belonging within their professional communities. Historically, the professionalisation of the FE workforce has been marked by turbulence. It has transitioned from the requirement for all FE professionals to acquire mandatory teaching qualifications, highlighting our ‘licence to practice,’ to the present day.In a culture of performativity, teaching in FE is multi-layered. As Crawley (2013) suggests, often FE professionals’ sense of being and professional identity includes being a subject specialist, mentor, personal coach, and researcher. Moreover, Springbett (2018) purports that our professional identities can be an entanglement of discourse and practice. However, at the heart of our practice is our being, our teaching, that creative and person- centred approach, we practice daily, as we aim to improve the lives of others.Entangled in the web of our professional identity, is our belonging. Where do we belong as FE professionals beyond the walls of the institutions in which we work? How do we construct our professional identities? How can we develop our professional agency?MY FE PROFESSIONAL SUITCASELike many FE professionals, I have a multi layered professional identity, and I possess a diverse set of skills, all packed into my professional suitcase. However, it is fair to say that during my years in FE, my researcher identity could most often be found at the bottom of my suitcase, underneath my teacher, mentor, and manager identity, rarely making an appearance. That was until I completed my Advanced Teacher Status (ATS). Completing my ATS helped me to construct my professional belonging and professional agency. My ATS research had a significant impact upon my learners, but the most significant impact was upon my professional identity and belonging, to the point that post covid, I decided that my researcher identity could no longer remain at the bottom of my professional suitcase. So, I packed up my belongings, and left my job in FE and started my PhD. To support my studies, I thought someone, somewhere might also need my years of experience in a freelance capacity!THE ROAD TO RESEARCHPacking my professional suitcase and beginning my research journey has been significant for my professional growth. We can’t all pack up our professional suitcases, but we can strive to develop our researcher identity and our professional agency. (Eteläpelto  et al,  2013) suggests that professional agency is essential in supporting our personal growth and our research identity as we transform the lives of others in our learning organisations.I am not averse to sharing that my past few years as a student, and a mostly unemployed freelancer, has been lonely, a struggle, and at times financially crippling. In such situations, you can begin to question your professional identity and your belonging, especially when you are not attached to an institution, and especially when conferences or paid memberships to professional bodies are no longer tenable.However, belonging, is not necessarily being attached to an institute, but being part of a community that nurtures your professional identity: your being and belonging. One such community is FE Research Meet, a free and democratic movement which supports engagement with research in FE, led by practitioners, for practitioners. Being part of this community in the Black Country, has helped me navigate my professional identity, my professional agency and nourished my research identity.MY FINAL DESTINATIONI have no idea where my final career destination is, or if my professional suitcase will ever find a forever home. But what I do know, is that as I study for my PhD: Investigating Further Education professionals’ lived experiences of the Advanced Teacher Status professional formation with a focus on...]]></itunes:summary><itunes:duration>283</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episode>1</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>The evolution of terminology: Moving beyond ‘welfare to work’ in global employability services</title><link>https://www.spreaker.com/episode/the-evolution-of-terminology-moving-beyond-welfare-to-work-in-global-employability-services--57748878</link><description><![CDATA[Does terminology such as ‘welfare to work’ still reflect the values of modern employability services, or is it outdated? Exploring how language moulds perceptions and the evolution of employability services.The term ‘welfare to work’ originated to describe programs aimed at transitioning individuals from government assistance to employment. However, in my opinion, this term has become outdated, potentially derisory, and no longer reflects the values, professionalism, and inclusiveness of modern employability services. I want to explore the evolution of employability services and the importance of language in shaping perceptions and experiences.Historical overview of ‘welfare to work’Origins and context – ‘Welfare to work’ was conceptualised in a different socioeconomic landscape, primarily focusing on reducing government welfare expenditure and addressing perceived welfare dependency.Implications and limitations – The term implies a simplistic transition from unemployment to employment, neglecting the complexities and barriers faced by individuals, and could contribute to the stigmatisation and marginalisation of service users.Modern employability servicesHolistic approaches – Contemporary services focus on a holistic, individualised approach, addressing barriers such as education, skills and mental health, to facilitate the movement towards sustainable employment.Empowerment and inclusion – Modern services utilise empowering language and methodologies, emphasising respect, dignity and the diverse needs of jobseekers, promoting inclusivity and equality.The significance of language and the impact on perception and experience – Language shapes societal attitudes, individual self-perception and experience. Potentially derogatory terms reinforce negative stereotypes and hinder the progress of service users.Empowering terminology – The deliberate adoption of respectful and empowering language in professional employability services reflects their commitment to positive change, promoting self-esteem, motivation, and resilience among jobseekers.Global perspectives on employability servicesCultural sensitivity and adaptation – Global employability services recognise and respect cultural diversity, adapting their approaches to meet varied needs and challenges, ensuring relevancy and effectiveness in diverse contexts.Collaboration and innovation – International partnerships enhance the effectiveness of employability services through knowledge exchange, shared learning and collaborative innovations, driving continuous improvement and advancement in the field.The way forwardAdvocacy and Systemic Change – Employability services play a crucial role in advocating for systemic changes to address barriers to employment and to promote social justice, equality and inclusive growth.Continuous evolution – This field of professional practice is committed to ongoing learning and adaptation, ensuring that methodologies, practices and language evolve to meet the changing needs and aspirations of jobseekers.In conclusionThe term ‘welfare to work’ is antiquated and does not represent the professionalism, values and diversity of modern employability services. The shift to more respectful and empowering language is crucial in fostering positive perceptions, experiences and outcomes for jobseekers globally. Employability services are at the forefront of advocating for positive social change, working collaboratively to innovate, adapt and improve, ensuring the dignity, respect and success of every individual they support.Please share your views.By Scott Parkin FIEP, Group Chief Executive, Institute of Employability Professionals (IEP)Scott Parkin is Group CEO of the Institute of Employability Professionals (IEP), the international membership body for employability professionals. The IEP is dedicated to supporting the people who support others gain work, progress in work and retain work. Scott is passionate about the development of people across the public se...]]></description><guid isPermaLink="false">5L3kgDL2</guid><pubDate>Tue, 21 Nov 2023 14:08:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57748878/hguv0y2moiyijzod7xuhfoslxzbkbsqbqxupklzu.mp3" length="965664" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6c5990ed-f69a-442e-9648-401e9d488c19/6c5990ed-f69a-442e-9648-401e9d488c19.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6c5990ed-f69a-442e-9648-401e9d488c19/6c5990ed-f69a-442e-9648-401e9d488c19.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6c5990ed-f69a-442e-9648-401e9d488c19/6c5990ed-f69a-442e-9648-401e9d488c19.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Does terminology such as ‘welfare to work’ still reflect the values of modern employability services, or is it outdated? Exploring how language moulds perceptions and the evolution of employability services.The term ‘welfare to work’ originated to...</itunes:subtitle><itunes:summary><![CDATA[Does terminology such as ‘welfare to work’ still reflect the values of modern employability services, or is it outdated? Exploring how language moulds perceptions and the evolution of employability services.The term ‘welfare to work’ originated to describe programs aimed at transitioning individuals from government assistance to employment. However, in my opinion, this term has become outdated, potentially derisory, and no longer reflects the values, professionalism, and inclusiveness of modern employability services. I want to explore the evolution of employability services and the importance of language in shaping perceptions and experiences.Historical overview of ‘welfare to work’Origins and context – ‘Welfare to work’ was conceptualised in a different socioeconomic landscape, primarily focusing on reducing government welfare expenditure and addressing perceived welfare dependency.Implications and limitations – The term implies a simplistic transition from unemployment to employment, neglecting the complexities and barriers faced by individuals, and could contribute to the stigmatisation and marginalisation of service users.Modern employability servicesHolistic approaches – Contemporary services focus on a holistic, individualised approach, addressing barriers such as education, skills and mental health, to facilitate the movement towards sustainable employment.Empowerment and inclusion – Modern services utilise empowering language and methodologies, emphasising respect, dignity and the diverse needs of jobseekers, promoting inclusivity and equality.The significance of language and the impact on perception and experience – Language shapes societal attitudes, individual self-perception and experience. Potentially derogatory terms reinforce negative stereotypes and hinder the progress of service users.Empowering terminology – The deliberate adoption of respectful and empowering language in professional employability services reflects their commitment to positive change, promoting self-esteem, motivation, and resilience among jobseekers.Global perspectives on employability servicesCultural sensitivity and adaptation – Global employability services recognise and respect cultural diversity, adapting their approaches to meet varied needs and challenges, ensuring relevancy and effectiveness in diverse contexts.Collaboration and innovation – International partnerships enhance the effectiveness of employability services through knowledge exchange, shared learning and collaborative innovations, driving continuous improvement and advancement in the field.The way forwardAdvocacy and Systemic Change – Employability services play a crucial role in advocating for systemic changes to address barriers to employment and to promote social justice, equality and inclusive growth.Continuous evolution – This field of professional practice is committed to ongoing learning and adaptation, ensuring that methodologies, practices and language evolve to meet the changing needs and aspirations of jobseekers.In conclusionThe term ‘welfare to work’ is antiquated and does not represent the professionalism, values and diversity of modern employability services. The shift to more respectful and empowering language is crucial in fostering positive perceptions, experiences and outcomes for jobseekers globally. Employability services are at the forefront of advocating for positive social change, working collaboratively to innovate, adapt and improve, ensuring the dignity, respect and success of every individual they support.Please share your views.By Scott Parkin FIEP, Group Chief Executive, Institute of Employability Professionals (IEP)Scott Parkin is Group CEO of the Institute of Employability Professionals (IEP), the international membership body for employability professionals. The IEP is dedicated to supporting the people who support others gain work, progress in work and retain work. Scott is passionate about the development of people across the...]]></itunes:summary><itunes:duration>242</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>AI for Good: Joining up the Dots</title><link>https://www.spreaker.com/episode/ai-for-good-joining-up-the-dots--57745630</link><description><![CDATA[With the release of the FE Collective report, Gavin O’Meara CEO of FE News explores how having a re-think on the impact of AI on jobs and skills is not just being re-thought by the FE Sector, but the importance of skills is being reflected on by Prime Ministers to Global tech leaders. Crafting ‘AI for Good,’ re-developing investment in the FE Sector of the future, and restructuring progression routes is important to everyone and the timing is now.The timing of the FE Collective gives us a unique opportunity. The FE Collective, looking at the impact of AI on skills and the jobs of the future, Investing in the sector of the future and exploring Progression was literally 2.5 weeks before the Global AI Safety Summit at Bletchley, where 28 nations including the US and China, signed the ‘Bletchley Declaration’ to collaborate to research safety concerns around the world’s most capable AI models. The Bletchley Declaration explores threats and opportunities, in the same spirit as the FE Collective, through collaboration and cooperation.At the AI Safety Summit, opportunities and challenges were explored and solutions moved to actions. So a very similar model to what was used at the FE Collective! As Rishi Sunak explained, the wisdom of the crowd is necessary to address such large global challenges.The AI Safety Summit had two views on the impact of AI, one which would remove millions of jobs. Before the summit, Goldman Sachs predicted that AI will remove 300 million jobs globally and Elon Musk, in the summing up interview with Rishi Sunak, Elon said that ‘AI was the most disruptive force in history… and that there will come a point when no job is needed. You can have a job if you want a job, but AI will be able to do everything”.So the timing on this is key, particularly when thinking on the potential impact of AI, of the jobs of the future, then investing in the sector of the future and exploring progression.Rishi Sunak had a view that AI will be like a co-pilot, or ‘co-bots’ as Charles McIntyre called them back in July 2018, the jobs of the future will be in collaboration with AI and bots.How can AI be a tool for good?I think we need to differentiate between the different AI tools: AI for automation and bots and generative AI. A lot of people are afraid of the possible impact of generative AI, machine learning and deep learning. During the AI Safety Summit, Rishi Sunak addressed concerns about AI displacing jobs. His response includes building a world-class education system, looking at Maths and English to 18, developing a global leading lifelong learning system and developing AI Chatbots to support learners (which sounds very similar to what Aftab Hussain discussed on FE News back in December 2018).So all of these tools and services are not new… but the processing power and tools to deliver on this are expanding and growing at a rapid rate. The timing and collective intelligence (or wisdom of the crowd) of the FE Collective to develop a skills solution to compliment the AI Safety Summit is literally perfect on timing.Joining the dots…So joining up the dots, FE and Skills is key for the continual professional development of the nation, and the World to embrace new technologies and disruptors to work. As the technology is rapidly expanding, the training needs to be modular led and ‘stackable’ to keep apace, or ideally ahead of the developments in technology.CPD or Lifelong learning (eg Further Education and Skills) will be key to help retain jobs, but also to raise productivity and use the disruptive tools to help accelerate productivity in the world of work.Linking AI to transferable skills, for the jobs of the now and the future, is key. Establishing connections between career advice and guidance is crucial not only for young individuals but also for those in mid-career, returners to the workforce, and career changers. Utilizing AI to consider previous learning and skills, the aim is to suggest tailored training and development oppor...]]></description><guid isPermaLink="false">5zqMNZzQ</guid><pubDate>Tue, 21 Nov 2023 09:14:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57745630/wlt1iakwtrltzvmwipat9kfsbunumjsndaflyowo.mp3" length="2229120" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1753f316-6e24-464e-846d-82bca99b7b8c/1753f316-6e24-464e-846d-82bca99b7b8c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1753f316-6e24-464e-846d-82bca99b7b8c/1753f316-6e24-464e-846d-82bca99b7b8c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1753f316-6e24-464e-846d-82bca99b7b8c/1753f316-6e24-464e-846d-82bca99b7b8c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>With the release of the FE Collective report, Gavin O’Meara CEO of FE News explores how having a re-think on the impact of AI on jobs and skills is not just being re-thought by the FE Sector, but the importance of skills is being reflected on by Prime...</itunes:subtitle><itunes:summary><![CDATA[With the release of the FE Collective report, Gavin O’Meara CEO of FE News explores how having a re-think on the impact of AI on jobs and skills is not just being re-thought by the FE Sector, but the importance of skills is being reflected on by Prime Ministers to Global tech leaders. Crafting ‘AI for Good,’ re-developing investment in the FE Sector of the future, and restructuring progression routes is important to everyone and the timing is now.The timing of the FE Collective gives us a unique opportunity. The FE Collective, looking at the impact of AI on skills and the jobs of the future, Investing in the sector of the future and exploring Progression was literally 2.5 weeks before the Global AI Safety Summit at Bletchley, where 28 nations including the US and China, signed the ‘Bletchley Declaration’ to collaborate to research safety concerns around the world’s most capable AI models. The Bletchley Declaration explores threats and opportunities, in the same spirit as the FE Collective, through collaboration and cooperation.At the AI Safety Summit, opportunities and challenges were explored and solutions moved to actions. So a very similar model to what was used at the FE Collective! As Rishi Sunak explained, the wisdom of the crowd is necessary to address such large global challenges.The AI Safety Summit had two views on the impact of AI, one which would remove millions of jobs. Before the summit, Goldman Sachs predicted that AI will remove 300 million jobs globally and Elon Musk, in the summing up interview with Rishi Sunak, Elon said that ‘AI was the most disruptive force in history… and that there will come a point when no job is needed. You can have a job if you want a job, but AI will be able to do everything”.So the timing on this is key, particularly when thinking on the potential impact of AI, of the jobs of the future, then investing in the sector of the future and exploring progression.Rishi Sunak had a view that AI will be like a co-pilot, or ‘co-bots’ as Charles McIntyre called them back in July 2018, the jobs of the future will be in collaboration with AI and bots.How can AI be a tool for good?I think we need to differentiate between the different AI tools: AI for automation and bots and generative AI. A lot of people are afraid of the possible impact of generative AI, machine learning and deep learning. During the AI Safety Summit, Rishi Sunak addressed concerns about AI displacing jobs. His response includes building a world-class education system, looking at Maths and English to 18, developing a global leading lifelong learning system and developing AI Chatbots to support learners (which sounds very similar to what Aftab Hussain discussed on FE News back in December 2018).So all of these tools and services are not new… but the processing power and tools to deliver on this are expanding and growing at a rapid rate. The timing and collective intelligence (or wisdom of the crowd) of the FE Collective to develop a skills solution to compliment the AI Safety Summit is literally perfect on timing.Joining the dots…So joining up the dots, FE and Skills is key for the continual professional development of the nation, and the World to embrace new technologies and disruptors to work. As the technology is rapidly expanding, the training needs to be modular led and ‘stackable’ to keep apace, or ideally ahead of the developments in technology.CPD or Lifelong learning (eg Further Education and Skills) will be key to help retain jobs, but also to raise productivity and use the disruptive tools to help accelerate productivity in the world of work.Linking AI to transferable skills, for the jobs of the now and the future, is key. Establishing connections between career advice and guidance is crucial not only for young individuals but also for those in mid-career, returners to the workforce, and career changers. Utilizing AI to consider previous learning and skills, the aim is to suggest tailored training and development...]]></itunes:summary><itunes:duration>558</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Mark My Words: How AI In Education Will Overcome Fears and Transform Learning</title><link>https://www.spreaker.com/episode/mark-my-words-how-ai-in-education-will-overcome-fears-and-transform-learning--57748877</link><description><![CDATA[In this article, we delve into the transformative potential of AI-power in education, the impact on exams being one aspect, and explore the implications for the future of education.Only 95% Accurate!During a recent gathering at the FE News Conference in Birmingham, a representative from NCFE unveiled a groundbreaking development in education assessment. We were told that with the advent of Artificial Intelligence (AI), according to their research, exams are now being marked with an astounding accuracy of 95 percent. The exam-marking algorithm has been trained on a huge dataset of student responses to past papers and has access to all the course study materials and recommended reading. It’s a top student!This revelation signifies a huge leap forward in the integration of AI within education, promising to revolutionise the way we evaluate student performance. The potential implications of this advancement are far-reaching, as it offers the promise of not only streamlining the assessment process but also new opportunities for personalised learning experiences.In this article, we delve into the transformative potential of AI-power in education, the impact on exams being one aspect, and explore the implications for the future of education.The Accuracy Will Only ImproveNCFE has decided not to use AI for marking their exams just yet; the reason given is trust, or rather, lack of it. People won’t like to have their exam marked by a computer and potentially, to rub salt into the wounds, fail them. Research confirms that 52% of people are more ‘concerned’ than ‘excited’ by AI. Why’s that?The current lack of trust is understandable as this shift challenges long-standing assumptions about human involvement in these processes. The idea that a machine can generate and evaluate questions with such high accuracy is a testament to the rapid advancement of technology, and it’s natural to feel surprised or even apprehensive about such a change. Don’t know about you, but I am surprised!Considering the revolution in written assessment, there are also some other significant challenges to overcome to build accountability and trust. AI systems struggle with ‘explainability‘, that is, to articulate how they arrive at specific marks or decisions, unlike human markers. Then, there is unreliability, where slight input variations can result in significant output differences, and bias, arising from the data AI systems are trained on, reflecting wider societal attitudes.Even if we accept the 5% inaccuracy, over time that inaccuracy, along with the other issues, will be eroded to zero as the programming is generative, meaning that the performance improves in time. From a human marker perspective, 5% inaccuracy isn’t too bad and who’s to say the one ‘inaccurately marked’ paper in twenty is by the AI? Having been a marker of exams myself, I’m in favour of using the algorithm; it means there is no reliance on the potential incosistency between markers, no human errors (hey, enough about me!) and we’ll be happy with the myriad benefits of consistency, accuracy, fairness in marking, no unpredictable biases, little cost and instant feedback and results. Bingo!As the improvements accumulate, it’s likely that AI will become more integrated into the education system, and examining boards will adapt their communication strategies. Transparency about the use of AI in marking is important for maintaining trust and ensuring fairness, as will be the inevitable ‘regulatory’ processes of quality-assurance and expert interventions.Not everyone agrees with that perspective. David Lindsay, a history teacher at St. Ambrose School in Manchester, believes:“Humanities and social science subjects will present many problems because they require subjective judgements that only human examiners can supply. AI may be better suited to sciences , languages and maths. Teacher marking and assessment is an important part of the teacher-pupil relationship as is knowledge and understanding of...]]></description><guid isPermaLink="false">39DlpB91</guid><pubDate>Tue, 21 Nov 2023 02:10:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57748877/wosyrhqqcxvxtfegevgbuhotcwapboa3iyzxvrqo.mp3" length="2189952" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b1278d5d-0edb-49bb-908c-f92da83e4161/b1278d5d-0edb-49bb-908c-f92da83e4161.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b1278d5d-0edb-49bb-908c-f92da83e4161/b1278d5d-0edb-49bb-908c-f92da83e4161.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b1278d5d-0edb-49bb-908c-f92da83e4161/b1278d5d-0edb-49bb-908c-f92da83e4161.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, we delve into the transformative potential of AI-power in education, the impact on exams being one aspect, and explore the implications for the future of education.Only 95% Accurate!During a recent gathering at the FE News Conference...</itunes:subtitle><itunes:summary><![CDATA[In this article, we delve into the transformative potential of AI-power in education, the impact on exams being one aspect, and explore the implications for the future of education.Only 95% Accurate!During a recent gathering at the FE News Conference in Birmingham, a representative from NCFE unveiled a groundbreaking development in education assessment. We were told that with the advent of Artificial Intelligence (AI), according to their research, exams are now being marked with an astounding accuracy of 95 percent. The exam-marking algorithm has been trained on a huge dataset of student responses to past papers and has access to all the course study materials and recommended reading. It’s a top student!This revelation signifies a huge leap forward in the integration of AI within education, promising to revolutionise the way we evaluate student performance. The potential implications of this advancement are far-reaching, as it offers the promise of not only streamlining the assessment process but also new opportunities for personalised learning experiences.In this article, we delve into the transformative potential of AI-power in education, the impact on exams being one aspect, and explore the implications for the future of education.The Accuracy Will Only ImproveNCFE has decided not to use AI for marking their exams just yet; the reason given is trust, or rather, lack of it. People won’t like to have their exam marked by a computer and potentially, to rub salt into the wounds, fail them. Research confirms that 52% of people are more ‘concerned’ than ‘excited’ by AI. Why’s that?The current lack of trust is understandable as this shift challenges long-standing assumptions about human involvement in these processes. The idea that a machine can generate and evaluate questions with such high accuracy is a testament to the rapid advancement of technology, and it’s natural to feel surprised or even apprehensive about such a change. Don’t know about you, but I am surprised!Considering the revolution in written assessment, there are also some other significant challenges to overcome to build accountability and trust. AI systems struggle with ‘explainability‘, that is, to articulate how they arrive at specific marks or decisions, unlike human markers. Then, there is unreliability, where slight input variations can result in significant output differences, and bias, arising from the data AI systems are trained on, reflecting wider societal attitudes.Even if we accept the 5% inaccuracy, over time that inaccuracy, along with the other issues, will be eroded to zero as the programming is generative, meaning that the performance improves in time. From a human marker perspective, 5% inaccuracy isn’t too bad and who’s to say the one ‘inaccurately marked’ paper in twenty is by the AI? Having been a marker of exams myself, I’m in favour of using the algorithm; it means there is no reliance on the potential incosistency between markers, no human errors (hey, enough about me!) and we’ll be happy with the myriad benefits of consistency, accuracy, fairness in marking, no unpredictable biases, little cost and instant feedback and results. Bingo!As the improvements accumulate, it’s likely that AI will become more integrated into the education system, and examining boards will adapt their communication strategies. Transparency about the use of AI in marking is important for maintaining trust and ensuring fairness, as will be the inevitable ‘regulatory’ processes of quality-assurance and expert interventions.Not everyone agrees with that perspective. David Lindsay, a history teacher at St. Ambrose School in Manchester, believes:“Humanities and social science subjects will present many problems because they require subjective judgements that only human examiners can supply. AI may be better suited to sciences , languages and maths. Teacher marking and assessment is an important part of the teacher-pupil relationship as is knowledge and understanding...]]></itunes:summary><itunes:duration>548</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>AI for Good: Joining up the Dots</title><link>https://www.spreaker.com/episode/ai-for-good-joining-up-the-dots--57723942</link><description><![CDATA[AI for Good: Joining up the DotsCrafting ‘AI for Good,’ re  -developing  investment in the FE Sector  of  the future, and restructuring progression routes.The timing of the  FE Collective  gives us a unique opportunity. The FE Collective, looking at the impact of AI on skills and the jobs of the future, Investing in the sector of the future and exploring Progression was literally 2.5 weeks before the  Global AI Safety Summit  at Bletchley, where 28 nations including the US and China, signed the ‘Bletchley Declaration’ to collaborate to research safety concerns around the world’s most capable AI models. The Bletchley Declaration explores threats and opportunities, in the same spirit as the FE Collective, through collaboration and cooperation.At the AI Safety Summit, opportunities and challenges were explored and solutions moved to actions. So a very similar model to what was used at the FE Collective! As Rishi Sunak explained, the wisdom of the crowd is necessary to address such large global challenges.The AI Safety Summit had two views on the impact of AI, one which would remove millions of jobs. Before the summit, Goldman Sachs predicted that  AI will remove 300 million jobs globally  and Elon Musk, in the summing up interview with Rishi Sunak,  Elon  said that ‘AI was the most disruptive force in history… and that there will come a point when no job is needed. You can have a job if you want a job, but AI will be able to do everything”.So the timing on this is key, particularly when thinking on the potential impact of AI, of the jobs of the future, then investing in the sector of the future and exploring progression.Rishi Sunak had a view that AI will be like a co-pilot, or ‘co-bots’ as  Charles McIntyre called them back in July 2018  , the jobs of the future will be in collaboration with AI and bots.HOW CAN AI BE A TOOL FOR GOOD?I think we need to differentiate between the different AI tools: AI for automation and bots and generative AI. A lot of people are afraid of the possible impact of generative AI, machine learning and deep learning. During the AI Safety Summit, Rishi Sunak addressed concerns about AI displacing jobs. His response includes building a world-class education system, looking at Maths and English to 18, developing a global leading lifelong learning system and developing AI Chatbots to support learners (which sounds very similar to what  Aftab Hussain  discussed on FE News back in December 2018).So all of these tools and services are not new… but the processing power and tools to deliver on this are expanding and growing at a rapid rate. The timing and collective intelligence (or wisdom of the crowd) of the FE Collective to develop a skills solution to compliment the AI Safety Summit is literally perfect on timing.JOINING THE DOTS…So joining up the dots, FE and Skills is key for the continual professional development of the nation, and the World to embrace new technologies and disruptors to work. As the technology is rapidly expanding, the training needs to be modular led and ‘stackable’ to keep apace, or ideally ahead of the developments in technology.CPD or Lifelong learning (eg Further Education and Skills) will be key to help retain jobs, but also to raise productivity and use the disruptive tools to help accelerate productivity in the world of work.Linking AI to transferable skills, for the jobs of the now and the future, is key. Establishing connections between career advice and guidance is crucial not only for young individuals but also for those in mid-career, returners to the workforce, and career changers. Utilizing AI to consider previous learning and skills, the aim is to suggest tailored training and development opportunities, facilitating the transition into new careers as they evolve or become essential in a specific region or role. As the disruptive technology is developing at such a rapid pace, short modular courses or skills are required that can be rapidly updated to meet the fast developi...]]></description><guid isPermaLink="false">bzMq2bzQ</guid><pubDate>Mon, 20 Nov 2023 09:22:03 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57723942/qkgdvyoknleda9qh0hzt3x0ott6fb41eq7eypqku.mp3" length="2257056" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5cc8d269-3d95-4001-b330-e8be8729a7ae/5cc8d269-3d95-4001-b330-e8be8729a7ae.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5cc8d269-3d95-4001-b330-e8be8729a7ae/5cc8d269-3d95-4001-b330-e8be8729a7ae.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5cc8d269-3d95-4001-b330-e8be8729a7ae/5cc8d269-3d95-4001-b330-e8be8729a7ae.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI for Good: Joining up the DotsCrafting ‘AI for Good,’ re  -developing  investment in the FE Sector  of  the future, and restructuring progression routes.The timing of the  FE Collective  gives us a unique opportunity. The FE Collective, looking at...</itunes:subtitle><itunes:summary><![CDATA[AI for Good: Joining up the DotsCrafting ‘AI for Good,’ re  -developing  investment in the FE Sector  of  the future, and restructuring progression routes.The timing of the  FE Collective  gives us a unique opportunity. The FE Collective, looking at the impact of AI on skills and the jobs of the future, Investing in the sector of the future and exploring Progression was literally 2.5 weeks before the  Global AI Safety Summit  at Bletchley, where 28 nations including the US and China, signed the ‘Bletchley Declaration’ to collaborate to research safety concerns around the world’s most capable AI models. The Bletchley Declaration explores threats and opportunities, in the same spirit as the FE Collective, through collaboration and cooperation.At the AI Safety Summit, opportunities and challenges were explored and solutions moved to actions. So a very similar model to what was used at the FE Collective! As Rishi Sunak explained, the wisdom of the crowd is necessary to address such large global challenges.The AI Safety Summit had two views on the impact of AI, one which would remove millions of jobs. Before the summit, Goldman Sachs predicted that  AI will remove 300 million jobs globally  and Elon Musk, in the summing up interview with Rishi Sunak,  Elon  said that ‘AI was the most disruptive force in history… and that there will come a point when no job is needed. You can have a job if you want a job, but AI will be able to do everything”.So the timing on this is key, particularly when thinking on the potential impact of AI, of the jobs of the future, then investing in the sector of the future and exploring progression.Rishi Sunak had a view that AI will be like a co-pilot, or ‘co-bots’ as  Charles McIntyre called them back in July 2018  , the jobs of the future will be in collaboration with AI and bots.HOW CAN AI BE A TOOL FOR GOOD?I think we need to differentiate between the different AI tools: AI for automation and bots and generative AI. A lot of people are afraid of the possible impact of generative AI, machine learning and deep learning. During the AI Safety Summit, Rishi Sunak addressed concerns about AI displacing jobs. His response includes building a world-class education system, looking at Maths and English to 18, developing a global leading lifelong learning system and developing AI Chatbots to support learners (which sounds very similar to what  Aftab Hussain  discussed on FE News back in December 2018).So all of these tools and services are not new… but the processing power and tools to deliver on this are expanding and growing at a rapid rate. The timing and collective intelligence (or wisdom of the crowd) of the FE Collective to develop a skills solution to compliment the AI Safety Summit is literally perfect on timing.JOINING THE DOTS…So joining up the dots, FE and Skills is key for the continual professional development of the nation, and the World to embrace new technologies and disruptors to work. As the technology is rapidly expanding, the training needs to be modular led and ‘stackable’ to keep apace, or ideally ahead of the developments in technology.CPD or Lifelong learning (eg Further Education and Skills) will be key to help retain jobs, but also to raise productivity and use the disruptive tools to help accelerate productivity in the world of work.Linking AI to transferable skills, for the jobs of the now and the future, is key. Establishing connections between career advice and guidance is crucial not only for young individuals but also for those in mid-career, returners to the workforce, and career changers. Utilizing AI to consider previous learning and skills, the aim is to suggest tailored training and development opportunities, facilitating the transition into new careers as they evolve or become essential in a specific region or role. As the disruptive technology is developing at such a rapid pace, short modular courses or skills are required that can be rapidly updated to meet the fast...]]></itunes:summary><itunes:duration>565</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Closing the skills gap needs a National Skills Strategy</title><link>https://www.spreaker.com/episode/closing-the-skills-gap-needs-a-national-skills-strategy--57676278</link><description><![CDATA[Closing the skills gap needs a National Skills StrategyFollowing the publication of AELP’s ‘  Skills Means Growth  ‘ vision for a sustainable skills system, the organisation is publishing a series of articles expanding on each of the document’s five themes. In this article, AELP Chair, Nichola Hay MBE, outlines why the call for a national skills strategy is so important.In an era characterised by rapid advancements in artificial intelligence, the race to net zero, economic uncertainty and global competition, the need for a comprehensive national skills strategy has never been more pressing. Learners, providers and employers all need long-term clarity to have the confidence to help fill the  UK’s skills gap  and galvanise UK economic growth.There is widespread agreement across the political parties and the sector that the UK faces a significant skills gap challenge. For example, 30% of 18 year olds are not in education or training and this skills gap could cost the UK economy £120 billion by 2030. All this at a time when skills funding has halved in real terms over the last 12 years. We know firms are struggling to find workers with the right skills, and often having to look abroad to fill the gaps, while providers are having to cut back skills provision in key sectors just to stay afloat.AN INEFFECTIVE NATIONAL SKILLS STRATEGYHowever, despite these challenges, and the need for clarity, the current policy landscape is characterised by fragmentation and short-termism. Economic policy has cycled through the Northern Powerhouse, the UK Industrial Strategy and  Levelling Up  , and now we expect the Chancellor, Jeremy Hunt, to relaunch the UK Industrial Strategy in his Autumn Statement. This chopping and changing in UK industrial policy is matched by a lack of a national skills strategy, which should complement and mirror industrial policy.We want to see an effective national skills strategy that would deliver a long-term vision, tied to the priorities of the economy. It should provide certainty, continuity, clarity and consistency to the sector, giving learners, employers and providers that crucial ingredient to long-term success – confidence. Rishi Sunak said he is building a ‘world class education system’, but how can the sector play its part if it doesn’t know which way is north?SUMMING UP THE CURRENT SITUATIONThe current situation is best summed up through two events this year. First, the apparent withdrawal of traineeships has left the country without a suitable pre-apprenticeship programme. It had been argued that  T-Levels  would eventually fill this gap, but they appear ready for the scrap heap before even getting going, and we all know that level 3 is not a suitable starting point for the thousands of young people who continue to leave school each year without a pass in maths and English. The T-Level transition year (or T-Level Foundation programme) was another route billed as bridging this gap, but evidence shows it has been the most ineffective part of the wider T-Level package.Secondly, the  Adult Education Budget  procurement round this summer was a familiar story of last-minute decision-making. Providers were notified of their success or otherwise with weeks to go before delivery, leaving them recklessly short notice to either scale up or downsize to meet their new obligations. Providers cannot survive when their funding is year to year, and the status of skills programmes is uncertain.IMPROVING THE CURRENT STRUCTURE OF SKILLS POLICY AND DELIVERYIf providers do not survive, then learners will have nowhere to go to gain the skills they need to succeed.  Our Skills Means Growth vision  calls for a national skills strategy, alongside a restructuring of roles and responsibilities across the post-16 technical education sector. It is clear that the current structure of skills policy and delivery is not working for learners.First, this means having a body that can oversee a national skills strategy – whether Labour’s Skills...]]></description><guid isPermaLink="false">l9XOqyx0</guid><pubDate>Fri, 17 Nov 2023 09:22:18 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57676278/520z7pi7mr9iomgwkdqowoujfgnwkrul7lvnaj5u.mp3" length="1428864" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b01d2af8-82ad-4978-9d1f-1350a5e0c48c/b01d2af8-82ad-4978-9d1f-1350a5e0c48c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b01d2af8-82ad-4978-9d1f-1350a5e0c48c/b01d2af8-82ad-4978-9d1f-1350a5e0c48c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b01d2af8-82ad-4978-9d1f-1350a5e0c48c/b01d2af8-82ad-4978-9d1f-1350a5e0c48c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Closing the skills gap needs a National Skills StrategyFollowing the publication of AELP’s ‘  Skills Means Growth  ‘ vision for a sustainable skills system, the organisation is publishing a series of articles expanding on each of the document’s five...</itunes:subtitle><itunes:summary><![CDATA[Closing the skills gap needs a National Skills StrategyFollowing the publication of AELP’s ‘  Skills Means Growth  ‘ vision for a sustainable skills system, the organisation is publishing a series of articles expanding on each of the document’s five themes. In this article, AELP Chair, Nichola Hay MBE, outlines why the call for a national skills strategy is so important.In an era characterised by rapid advancements in artificial intelligence, the race to net zero, economic uncertainty and global competition, the need for a comprehensive national skills strategy has never been more pressing. Learners, providers and employers all need long-term clarity to have the confidence to help fill the  UK’s skills gap  and galvanise UK economic growth.There is widespread agreement across the political parties and the sector that the UK faces a significant skills gap challenge. For example, 30% of 18 year olds are not in education or training and this skills gap could cost the UK economy £120 billion by 2030. All this at a time when skills funding has halved in real terms over the last 12 years. We know firms are struggling to find workers with the right skills, and often having to look abroad to fill the gaps, while providers are having to cut back skills provision in key sectors just to stay afloat.AN INEFFECTIVE NATIONAL SKILLS STRATEGYHowever, despite these challenges, and the need for clarity, the current policy landscape is characterised by fragmentation and short-termism. Economic policy has cycled through the Northern Powerhouse, the UK Industrial Strategy and  Levelling Up  , and now we expect the Chancellor, Jeremy Hunt, to relaunch the UK Industrial Strategy in his Autumn Statement. This chopping and changing in UK industrial policy is matched by a lack of a national skills strategy, which should complement and mirror industrial policy.We want to see an effective national skills strategy that would deliver a long-term vision, tied to the priorities of the economy. It should provide certainty, continuity, clarity and consistency to the sector, giving learners, employers and providers that crucial ingredient to long-term success – confidence. Rishi Sunak said he is building a ‘world class education system’, but how can the sector play its part if it doesn’t know which way is north?SUMMING UP THE CURRENT SITUATIONThe current situation is best summed up through two events this year. First, the apparent withdrawal of traineeships has left the country without a suitable pre-apprenticeship programme. It had been argued that  T-Levels  would eventually fill this gap, but they appear ready for the scrap heap before even getting going, and we all know that level 3 is not a suitable starting point for the thousands of young people who continue to leave school each year without a pass in maths and English. The T-Level transition year (or T-Level Foundation programme) was another route billed as bridging this gap, but evidence shows it has been the most ineffective part of the wider T-Level package.Secondly, the  Adult Education Budget  procurement round this summer was a familiar story of last-minute decision-making. Providers were notified of their success or otherwise with weeks to go before delivery, leaving them recklessly short notice to either scale up or downsize to meet their new obligations. Providers cannot survive when their funding is year to year, and the status of skills programmes is uncertain.IMPROVING THE CURRENT STRUCTURE OF SKILLS POLICY AND DELIVERYIf providers do not survive, then learners will have nowhere to go to gain the skills they need to succeed.  Our Skills Means Growth vision  calls for a national skills strategy, alongside a restructuring of roles and responsibilities across the post-16 technical education sector. It is clear that the current structure of skills policy and delivery is not working for learners.First, this means having a body that can oversee a national skills strategy – whether Labour’s...]]></itunes:summary><itunes:duration>358</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Ofsted's Career Guidance Review: A Missed Opportunity</title><link>https://www.spreaker.com/episode/ofsted-s-career-guidance-review-a-missed-opportunity--57663774</link><description><![CDATA[Ofsted's Career Guidance Review: A Missed OpportunityKerry Boffey of FIN argues Ofsted’s CIAG review fell short, for example in addressing the broader context of career guidance for employers and established employees.Ofsted’s recent “independent review of careers guidance in schools and further education and skills providers” was a timely assessment of whether guidance, or Careers Information and Guidance (CIAG), has improved since the government strengthened its enforcement of the Baker Clause.CIAG, once a minor footnote in inspection reports, has now taken centre stage. Analysis by the Fellowship of Inspection Nominees (FIN) reveals that between May and October 2023, 88 out of 225 inspections of all provider types identified room for improvement in the CIAG offered to learners – the most significant area for improvement.Given the review’s length, it’s surprising that it overlooked significant areas of interest.OVERSIGHT OF ESTABLISHED CAREER INDIVIDUALSThe report focuses primarily on early-career learners and those seeking initial career guidance. It neglects the fact that many further education and skills programme participants already have established careers and seek career development or changes. These individuals require tailored guidance that may include upskilling, transitioning to new roles within their field, or making lateral career moves.LIMITED GUIDANCE FOR EMPLOYERSThe review’s oversight fails to adequately support employers who want to offer career advice to their employees, particularly apprentices, without encouraging them to leave their current positions. Employers often invest heavily in workforce training and may prefer to facilitate internal career growth rather than losing employees.In the case of apprenticeship levy-paying employers using external providers, providers can spend months or even years building relationships with employers, only to be expected to provide wholly impartial career guidance to the employer’s apprentices which may not be in the employer’s interests or providing a return on the employer’s investment in the training.In an April 2023 inspection report for a police force, Ofsted stated an area for improvement as: “Provide apprentices with sufficient careers information, advice, and guidance about opportunities and career routes outside the police force”. This comment was inappropriate for apprentices committed to a police service career as a vocation. Only recently have some inspection reports acknowledged how unrealistic such expectations are.Related to this is Ofsted’s failure to address the challenge of sharing guidance with higher-level apprentices or how employer providers should offer advice. While the review acknowledges the challenge for providers to balance impartial guidance with maintaining good relationships with current employers, it doesn’t delve into effective strategies or best practices. A deeper understanding of this delicate balance would be beneficial.CONTINUOUS LEARNING AND DEVELOPMENTDespite this omission, it’s encouraging to see Ofsted recognise the importance of continuous learning and development for individuals with established careers. In FIN’s view, career advice should extend beyond initial job placement to include strategies for long-term career growth and adaptability in a rapidly changing job market.This means Ofsted should address how advice can be given to individuals already in senior roles. Tracking the career progression of these individuals within their organisations or in response to new opportunities is crucial for measuring the effectiveness of career guidance. We should take time to reflect on a colleague’s progress to date and celebrate achievements rather than pushing for constant change.DON’T FORGET OTHER OPTIONSThe review briefly mentions that guidance for apprentices interested in self-employment is an area for development. More credit should be given to providers who support learners exploring entrepreneurship and self-employment as v...]]></description><guid isPermaLink="false">gLABrvxa</guid><pubDate>Thu, 16 Nov 2023 12:23:10 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57663774/iiacyagxs3ij8gq6paeotzsnf4jvw0il9v3vgd11.mp3" length="1719936" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5/f10e790e-a2eb-43b1-bf0b-d09bb1c047c5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ofsted's Career Guidance Review: A Missed OpportunityKerry Boffey of FIN argues Ofsted’s CIAG review fell short, for example in addressing the broader context of career guidance for employers and established employees.Ofsted’s recent “independent...</itunes:subtitle><itunes:summary><![CDATA[Ofsted's Career Guidance Review: A Missed OpportunityKerry Boffey of FIN argues Ofsted’s CIAG review fell short, for example in addressing the broader context of career guidance for employers and established employees.Ofsted’s recent “independent review of careers guidance in schools and further education and skills providers” was a timely assessment of whether guidance, or Careers Information and Guidance (CIAG), has improved since the government strengthened its enforcement of the Baker Clause.CIAG, once a minor footnote in inspection reports, has now taken centre stage. Analysis by the Fellowship of Inspection Nominees (FIN) reveals that between May and October 2023, 88 out of 225 inspections of all provider types identified room for improvement in the CIAG offered to learners – the most significant area for improvement.Given the review’s length, it’s surprising that it overlooked significant areas of interest.OVERSIGHT OF ESTABLISHED CAREER INDIVIDUALSThe report focuses primarily on early-career learners and those seeking initial career guidance. It neglects the fact that many further education and skills programme participants already have established careers and seek career development or changes. These individuals require tailored guidance that may include upskilling, transitioning to new roles within their field, or making lateral career moves.LIMITED GUIDANCE FOR EMPLOYERSThe review’s oversight fails to adequately support employers who want to offer career advice to their employees, particularly apprentices, without encouraging them to leave their current positions. Employers often invest heavily in workforce training and may prefer to facilitate internal career growth rather than losing employees.In the case of apprenticeship levy-paying employers using external providers, providers can spend months or even years building relationships with employers, only to be expected to provide wholly impartial career guidance to the employer’s apprentices which may not be in the employer’s interests or providing a return on the employer’s investment in the training.In an April 2023 inspection report for a police force, Ofsted stated an area for improvement as: “Provide apprentices with sufficient careers information, advice, and guidance about opportunities and career routes outside the police force”. This comment was inappropriate for apprentices committed to a police service career as a vocation. Only recently have some inspection reports acknowledged how unrealistic such expectations are.Related to this is Ofsted’s failure to address the challenge of sharing guidance with higher-level apprentices or how employer providers should offer advice. While the review acknowledges the challenge for providers to balance impartial guidance with maintaining good relationships with current employers, it doesn’t delve into effective strategies or best practices. A deeper understanding of this delicate balance would be beneficial.CONTINUOUS LEARNING AND DEVELOPMENTDespite this omission, it’s encouraging to see Ofsted recognise the importance of continuous learning and development for individuals with established careers. In FIN’s view, career advice should extend beyond initial job placement to include strategies for long-term career growth and adaptability in a rapidly changing job market.This means Ofsted should address how advice can be given to individuals already in senior roles. Tracking the career progression of these individuals within their organisations or in response to new opportunities is crucial for measuring the effectiveness of career guidance. We should take time to reflect on a colleague’s progress to date and celebrate achievements rather than pushing for constant change.DON’T FORGET OTHER OPTIONSThe review briefly mentions that guidance for apprentices interested in self-employment is an area for development. More credit should be given to providers who support learners exploring entrepreneurship and self-employment...]]></itunes:summary><itunes:duration>430</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Being: The Essence of Professional Identity</title><link>https://www.spreaker.com/episode/being-the-essence-of-professional-identity--57641390</link><description><![CDATA[Being: The Essence of Professional IdentityIn a series of three articles: ‘Being, Belonging, and Flourishing as an FE Professional’ Annie Pendrey delves into the intricate journey of Further Education professionals as they navigate the exploration of their professional identity and professional agency, moving from being, belonging to flourishing as an FE professional. This first article explores how Being an FE Professional.I recall literally ‘falling’ into FE, having been asked to cover a one-hour, Level 1, Early Years session. At the time, I had taken a leap of faith and left my teaching assistant role to undertake supply work whilst completing my BA in Early Childhood Studies. I recall standing in front of the class, thinking I can’t do this and my inner voice telling me, ‘You are a teaching assistant’!That one-hour cover session soon became several hours teaching, as I completed my degree and embarked upon my PGCE. However, despite my qualifications and subject specialism, I continuously battled with my professional identity. Daily, I tried to navigate the interrelationship between my teaching assistant identity to that of the FE tutor/professional. I felt I had bungee jumped into FE and instead of undoing the safety harness and trusting my values, beliefs, and educational philosophy, I hung on tight to the harness that was my teaching assistant identity. My ‘being’ was a slow reflective process.PROFESSIONAL IDENTITYProfessional identity is a complex and multi-faceted process. Professional identity is not a fixed or static construct, it changes over time through our personal and professional development opportunities. Our professional identity is a journey of self- discovery and reflection, where we continually ask ourselves, ‘who am I’ and “what do I do” (Mockler, 2020). Moreover, Sachs (2005) suggests that professional identity is instrumental in guiding us as professionals to develop our ideas of ‘how to be’ and ‘how to act’ in our classrooms.Capturing our self- reflections and the reflective lens of our colleagues and learners plays an important role in shaping of our professional identities. These mechanisms help shape how we frame our professional identity encompassing our subject specialism, our professional competencies, and our lived experiences. Day  et al.  , (2006) agrees that introspection and self-reflection is essential in our quest to discover our authentic self: our being.BEING AN FE PROFESSIONAL AND OUR IDENTITYWhilst the definition of a professional might include the words, responsible, knowledgeable, autonomous and organisation, how as FE professionals do we develop our professional identities?Fletcher  et al  ., (2015) suggests that the professional identity of an FE professional has always been a problematic issue and one that many Government changes has sought to address. One significant change was the introduction of Institute of Learning (IFL). I recall my interaction with IFL with mixed emotions, the anguish and pressure of what felt like additional work, mixed with the joy of reflecting upon my professional progress and the evolving of my professional identity, my being.For those of you who are not aware of IFL, IFL existed between 2007 – 2012 and all FE professionals were obliged to sign up to this membership body. IFL required all FE professionals to log their professional development and to reflect in and on action. IFL claimed to exist as a professional body to support its members, to guide and support FE professionals to achieve excellence. IFL also offered levels of membership depending upon your teaching qualifications and experiences, offering the FE professional the following nominals to add to their professional identity ranging from Associates (AIfL), these being FE professionals’ part qualified having a Level 3 or 4 teaching qualifications to Members (MIfL), members who held a full teaching qualification at level 5 or above through to Fellows (FIfL) who held a Master’s degree and abov...]]></description><guid isPermaLink="false">bLr3W2xg</guid><pubDate>Wed, 15 Nov 2023 09:23:05 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57641390/8upal7khhonnwkeiq4e7tsemlkgpac7tlf7xmkb6.mp3" length="1322208" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f3831eb-4665-425e-bcd6-01ad22ac2c44/7f3831eb-4665-425e-bcd6-01ad22ac2c44.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f3831eb-4665-425e-bcd6-01ad22ac2c44/7f3831eb-4665-425e-bcd6-01ad22ac2c44.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f3831eb-4665-425e-bcd6-01ad22ac2c44/7f3831eb-4665-425e-bcd6-01ad22ac2c44.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Being: The Essence of Professional IdentityIn a series of three articles: ‘Being, Belonging, and Flourishing as an FE Professional’ Annie Pendrey delves into the intricate journey of Further Education professionals as they navigate the exploration of...</itunes:subtitle><itunes:summary><![CDATA[Being: The Essence of Professional IdentityIn a series of three articles: ‘Being, Belonging, and Flourishing as an FE Professional’ Annie Pendrey delves into the intricate journey of Further Education professionals as they navigate the exploration of their professional identity and professional agency, moving from being, belonging to flourishing as an FE professional. This first article explores how Being an FE Professional.I recall literally ‘falling’ into FE, having been asked to cover a one-hour, Level 1, Early Years session. At the time, I had taken a leap of faith and left my teaching assistant role to undertake supply work whilst completing my BA in Early Childhood Studies. I recall standing in front of the class, thinking I can’t do this and my inner voice telling me, ‘You are a teaching assistant’!That one-hour cover session soon became several hours teaching, as I completed my degree and embarked upon my PGCE. However, despite my qualifications and subject specialism, I continuously battled with my professional identity. Daily, I tried to navigate the interrelationship between my teaching assistant identity to that of the FE tutor/professional. I felt I had bungee jumped into FE and instead of undoing the safety harness and trusting my values, beliefs, and educational philosophy, I hung on tight to the harness that was my teaching assistant identity. My ‘being’ was a slow reflective process.PROFESSIONAL IDENTITYProfessional identity is a complex and multi-faceted process. Professional identity is not a fixed or static construct, it changes over time through our personal and professional development opportunities. Our professional identity is a journey of self- discovery and reflection, where we continually ask ourselves, ‘who am I’ and “what do I do” (Mockler, 2020). Moreover, Sachs (2005) suggests that professional identity is instrumental in guiding us as professionals to develop our ideas of ‘how to be’ and ‘how to act’ in our classrooms.Capturing our self- reflections and the reflective lens of our colleagues and learners plays an important role in shaping of our professional identities. These mechanisms help shape how we frame our professional identity encompassing our subject specialism, our professional competencies, and our lived experiences. Day  et al.  , (2006) agrees that introspection and self-reflection is essential in our quest to discover our authentic self: our being.BEING AN FE PROFESSIONAL AND OUR IDENTITYWhilst the definition of a professional might include the words, responsible, knowledgeable, autonomous and organisation, how as FE professionals do we develop our professional identities?Fletcher  et al  ., (2015) suggests that the professional identity of an FE professional has always been a problematic issue and one that many Government changes has sought to address. One significant change was the introduction of Institute of Learning (IFL). I recall my interaction with IFL with mixed emotions, the anguish and pressure of what felt like additional work, mixed with the joy of reflecting upon my professional progress and the evolving of my professional identity, my being.For those of you who are not aware of IFL, IFL existed between 2007 – 2012 and all FE professionals were obliged to sign up to this membership body. IFL required all FE professionals to log their professional development and to reflect in and on action. IFL claimed to exist as a professional body to support its members, to guide and support FE professionals to achieve excellence. IFL also offered levels of membership depending upon your teaching qualifications and experiences, offering the FE professional the following nominals to add to their professional identity ranging from Associates (AIfL), these being FE professionals’ part qualified having a Level 3 or 4 teaching qualifications to Members (MIfL), members who held a full teaching qualification at level 5 or above through to Fellows (FIfL) who held a Master’s degree and...]]></itunes:summary><itunes:duration>331</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>VET in FE: Where do we go from here?</title><link>https://www.spreaker.com/episode/vet-in-fe-where-do-we-go-from-here--57614371</link><description><![CDATA[VET in FE: Where do we go from here?This article represents the fifth and final one in the ‘VET in FE’ series. It discusses the FE occupational/vocational education appropriate for the 21st century by offering seven pertinent solutions.This article is the fifth and final in the series – VET in FE. The opening publication argued that the proliferation of VET qualifications and the divide-and-rule concept provided needless segregation in the English FE landscape and that the sector required a re-assessment. The second article offered an alternative framework of connections with other education sectors while retaining the FE sector’s characteristics of porosity, inclusivity and widening participation underpinned by social justice. The third article considered a rationalised curriculum that clarified the development of vocational provisions for stakeholders, i.e., the Occupational Education curriculum framework. The fourth article explored the salient characteristics of two current vocational programmes: the reformed T Levels and the established BTECs. It showed the weaknesses of the reformed provision. This final article discusses what a future and rationalised occupational education system could look like for the sector in the 21st century.FE OCCUPATIONAL EDUCATION FIT FOR THE 21  ST  CENTURYIn previous articles within this series, we (Loo, 2022-2023) have argued that vocational qualifications have been perceived as less worthy than academic qualification through a needless segregation across FE provision. In the Guardian, Weale (2021) identifies that, ‘the EDSK report says the dominance of A-levels in the English education system has relegated applied and technical courses to second-class status. Yet, economic and personal development depends on equipping people with new knowledge, abilities and skillsets about emerging industries, technological advancement and the benefits of lifelong learning. What is needed for VET is an occupational education that prepares people for employment and for progression within and across occupations. This can be achieved by rethinking vocational qualifications towards occupational education curriculum pathways (Work &amp; Study and Study &amp; Work in the Curriculum Development Framework article, ‘VET in FE’ series, Loo 2022-2023).VET programmes in the FE sector vary depending on the knowledge, capabilities, experiences, and skillsets (know-how) required for different industries. Some programmes focus on trade specific knowledge, such as carpentry and motor vehicle maintenance, while others are designed for a specific field like hospitality or health and social care. These programmes often involve a combination of classroom instruction and practical training to help students acquire the necessary know-how. However, the VET sector has faced several challenges over the years, e.g., BTEC vocational courses have had funding cut and are now being replaced by T’ levels.T’ level reforms were introduced in 2021, and there have been many issues with their implementation. Commenting on the recent report by Ofsted, James Kewin, the deputy chief executive of the Sixth Form Colleges Association, identified that T-levels have not yet achieved their aim of ‘gold standard’ as a mass-market replacement of BTEC vocational qualifications (Adams, 2023). In the same Guardian article, Adams (2023) suggests T-levels have been strongly criticised by Ofsted for offering poor value, inappropriate work placements and having high dropout rates.Challenges for the VET sector include a shortage of qualified teachers and a lack of investment in infrastructure. These challenges have led to a decline in the quality of education and training and a mismatch between the skills students possess and the skills required by employers. Colleges have been struggling to recruit staff qualified to teach VET courses, and this has been heightened by the expectations and workload associated the T’ level courses.Raising the expectations and ent...]]></description><guid isPermaLink="false">mL6PAA9A</guid><pubDate>Mon, 13 Nov 2023 09:21:42 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57614371/44jzsqfcel6rynck7gcytmlkskx8uvcbmuqatp4g.mp3" length="2307456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9c4cc208-397c-479a-89e3-e185801c9d15/9c4cc208-397c-479a-89e3-e185801c9d15.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9c4cc208-397c-479a-89e3-e185801c9d15/9c4cc208-397c-479a-89e3-e185801c9d15.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9c4cc208-397c-479a-89e3-e185801c9d15/9c4cc208-397c-479a-89e3-e185801c9d15.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>VET in FE: Where do we go from here?This article represents the fifth and final one in the ‘VET in FE’ series. It discusses the FE occupational/vocational education appropriate for the 21st century by offering seven pertinent solutions.This article is...</itunes:subtitle><itunes:summary><![CDATA[VET in FE: Where do we go from here?This article represents the fifth and final one in the ‘VET in FE’ series. It discusses the FE occupational/vocational education appropriate for the 21st century by offering seven pertinent solutions.This article is the fifth and final in the series – VET in FE. The opening publication argued that the proliferation of VET qualifications and the divide-and-rule concept provided needless segregation in the English FE landscape and that the sector required a re-assessment. The second article offered an alternative framework of connections with other education sectors while retaining the FE sector’s characteristics of porosity, inclusivity and widening participation underpinned by social justice. The third article considered a rationalised curriculum that clarified the development of vocational provisions for stakeholders, i.e., the Occupational Education curriculum framework. The fourth article explored the salient characteristics of two current vocational programmes: the reformed T Levels and the established BTECs. It showed the weaknesses of the reformed provision. This final article discusses what a future and rationalised occupational education system could look like for the sector in the 21st century.FE OCCUPATIONAL EDUCATION FIT FOR THE 21  ST  CENTURYIn previous articles within this series, we (Loo, 2022-2023) have argued that vocational qualifications have been perceived as less worthy than academic qualification through a needless segregation across FE provision. In the Guardian, Weale (2021) identifies that, ‘the EDSK report says the dominance of A-levels in the English education system has relegated applied and technical courses to second-class status. Yet, economic and personal development depends on equipping people with new knowledge, abilities and skillsets about emerging industries, technological advancement and the benefits of lifelong learning. What is needed for VET is an occupational education that prepares people for employment and for progression within and across occupations. This can be achieved by rethinking vocational qualifications towards occupational education curriculum pathways (Work &amp; Study and Study &amp; Work in the Curriculum Development Framework article, ‘VET in FE’ series, Loo 2022-2023).VET programmes in the FE sector vary depending on the knowledge, capabilities, experiences, and skillsets (know-how) required for different industries. Some programmes focus on trade specific knowledge, such as carpentry and motor vehicle maintenance, while others are designed for a specific field like hospitality or health and social care. These programmes often involve a combination of classroom instruction and practical training to help students acquire the necessary know-how. However, the VET sector has faced several challenges over the years, e.g., BTEC vocational courses have had funding cut and are now being replaced by T’ levels.T’ level reforms were introduced in 2021, and there have been many issues with their implementation. Commenting on the recent report by Ofsted, James Kewin, the deputy chief executive of the Sixth Form Colleges Association, identified that T-levels have not yet achieved their aim of ‘gold standard’ as a mass-market replacement of BTEC vocational qualifications (Adams, 2023). In the same Guardian article, Adams (2023) suggests T-levels have been strongly criticised by Ofsted for offering poor value, inappropriate work placements and having high dropout rates.Challenges for the VET sector include a shortage of qualified teachers and a lack of investment in infrastructure. These challenges have led to a decline in the quality of education and training and a mismatch between the skills students possess and the skills required by employers. Colleges have been struggling to recruit staff qualified to teach VET courses, and this has been heightened by the expectations and workload associated the T’ level courses.Raising the expectations and...]]></itunes:summary><itunes:duration>577</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>So, how exactly do you become an apprenticeship provider in 2023?</title><link>https://www.spreaker.com/episode/so-how-exactly-do-you-become-an-apprenticeship-provider-in-2023--57587048</link><description><![CDATA[So, how exactly do you become an apprenticeship provider in 2023?There was a degree of fanfare when the ESFA announced its revised APAR for apprenticeship providers earlier this year but has anything really changed.In April 2020 the Register of Apprenticeship Training Providers (RoATP), as it was formerly known, closed its doors to new applicants. The recently announced reboot of the register, rechristened as the Apprenticeship Providers &amp; Assessment Register (APAR) – merging in the former register for End Point Assessment Organisations (EPAOs), gave hope that it would reopen once again. Three and a half years on, and despite this latest resurrection, the doorway for mainstream applicants to join seemingly remains firmly closed. So, what exactly is going on?THE CURRENT STATE OF APARWell, firstly, let’s look at APAR as it stands today. As of November 2023, there are 1,840 providers on APAR. 271 of these are EPAOs, leaving 1,569 providers and colleges. This represents a net drop of almost 600 providers from the register since May 2021 (albeit many of these fell off through the last refresh executed between 2021 and 2022). A further 15 main providers on the current APAR have their status listed as “not currently starting new apprentices”. So, the register is getting smaller.On the other hand, the ESFA would rightly point out that APAR is not actually closed to new provider applications, or at least not completely. Around 70 providers have been added to APAR during 2023 so far through two open application channels. The first is where an employer nominates a prospective provider to fill a gap in provision which already registered providers can’t fulfil (accounting for around 80% of all new registrations in 2023). The second is where an employer can apply to deliver solely to its own staff (an employer provider). Both routes are demand led, which is arguably a good thing.You might think that 1,569 providers on APAR is enough. There were 349,200 apprentice starts in England in 2021/22, equating to an average of 222 per current provider. That sounds about right, doesn’t it? More than enough for the ESFA and Ofsted to keep on top of. Critically, however, the continued closure of the register to general applicants has resulted in an ever-lengthening shadow over the contestability of the apprenticeship marketplace.If, for example, you want to start a business to deliver apprenticeships for Adult Care Workers or Early Years Practitioners, you very likely wouldn’t be able to join APAR because there are plenty of other providers already offering these standards. They may not offer better quality than you, or offer better value for money, but rather they got on the register before you, so tough luck! Carley Consult knows of at least 40 providers that would love to join APAR, and offer quality apprenticeships to learners, but who continue to be frozen out of the market.CHALLENGES AND PROSPECTS FOR APARFurthermore, the net drop in APAR registered providers crudely mirrors the downward national trend in apprenticeship starts. Whilst numbers have rallied slightly, there were around 150,000 fewer apprenticeship starts in 2021/22 compared to 2016/17. Surely the market needs more capacity and competition, not less. In any other publicly funded market, you would expect to see provision re-tendered after 3 years (as, indeed, we routinely see with AEB), but if you’re on APAR you can bank those cheques for apprenticeship fees for life, or so it would seem.Sooner or later, this will surely become an uncomfortable, if not untenable, position for the ESFA. If you are going to run with a register of suppliers for taxpayer funded provision, then sooner or later you must open it up to fresh competition. Sadly though, the outlook is that it will probably be later.By  Jim Carley, Managing Director, Carley Consult Ltd]]></description><guid isPermaLink="false">GzRE849Q</guid><pubDate>Fri, 10 Nov 2023 08:21:54 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57587048/maaspzgbgcoymikk72uz3k3tlhuhbgijpsus3tr6.mp3" length="1003968" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fa004bd1-f2d8-4531-89d1-2272f8ae90c4/fa004bd1-f2d8-4531-89d1-2272f8ae90c4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fa004bd1-f2d8-4531-89d1-2272f8ae90c4/fa004bd1-f2d8-4531-89d1-2272f8ae90c4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fa004bd1-f2d8-4531-89d1-2272f8ae90c4/fa004bd1-f2d8-4531-89d1-2272f8ae90c4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>So, how exactly do you become an apprenticeship provider in 2023?There was a degree of fanfare when the ESFA announced its revised APAR for apprenticeship providers earlier this year but has anything really changed.In April 2020 the Register of...</itunes:subtitle><itunes:summary><![CDATA[So, how exactly do you become an apprenticeship provider in 2023?There was a degree of fanfare when the ESFA announced its revised APAR for apprenticeship providers earlier this year but has anything really changed.In April 2020 the Register of Apprenticeship Training Providers (RoATP), as it was formerly known, closed its doors to new applicants. The recently announced reboot of the register, rechristened as the Apprenticeship Providers &amp; Assessment Register (APAR) – merging in the former register for End Point Assessment Organisations (EPAOs), gave hope that it would reopen once again. Three and a half years on, and despite this latest resurrection, the doorway for mainstream applicants to join seemingly remains firmly closed. So, what exactly is going on?THE CURRENT STATE OF APARWell, firstly, let’s look at APAR as it stands today. As of November 2023, there are 1,840 providers on APAR. 271 of these are EPAOs, leaving 1,569 providers and colleges. This represents a net drop of almost 600 providers from the register since May 2021 (albeit many of these fell off through the last refresh executed between 2021 and 2022). A further 15 main providers on the current APAR have their status listed as “not currently starting new apprentices”. So, the register is getting smaller.On the other hand, the ESFA would rightly point out that APAR is not actually closed to new provider applications, or at least not completely. Around 70 providers have been added to APAR during 2023 so far through two open application channels. The first is where an employer nominates a prospective provider to fill a gap in provision which already registered providers can’t fulfil (accounting for around 80% of all new registrations in 2023). The second is where an employer can apply to deliver solely to its own staff (an employer provider). Both routes are demand led, which is arguably a good thing.You might think that 1,569 providers on APAR is enough. There were 349,200 apprentice starts in England in 2021/22, equating to an average of 222 per current provider. That sounds about right, doesn’t it? More than enough for the ESFA and Ofsted to keep on top of. Critically, however, the continued closure of the register to general applicants has resulted in an ever-lengthening shadow over the contestability of the apprenticeship marketplace.If, for example, you want to start a business to deliver apprenticeships for Adult Care Workers or Early Years Practitioners, you very likely wouldn’t be able to join APAR because there are plenty of other providers already offering these standards. They may not offer better quality than you, or offer better value for money, but rather they got on the register before you, so tough luck! Carley Consult knows of at least 40 providers that would love to join APAR, and offer quality apprenticeships to learners, but who continue to be frozen out of the market.CHALLENGES AND PROSPECTS FOR APARFurthermore, the net drop in APAR registered providers crudely mirrors the downward national trend in apprenticeship starts. Whilst numbers have rallied slightly, there were around 150,000 fewer apprenticeship starts in 2021/22 compared to 2016/17. Surely the market needs more capacity and competition, not less. In any other publicly funded market, you would expect to see provision re-tendered after 3 years (as, indeed, we routinely see with AEB), but if you’re on APAR you can bank those cheques for apprenticeship fees for life, or so it would seem.Sooner or later, this will surely become an uncomfortable, if not untenable, position for the ESFA. If you are going to run with a register of suppliers for taxpayer funded provision, then sooner or later you must open it up to fresh competition. Sadly though, the outlook is that it will probably be later.By  Jim Carley, Managing Director, Carley Consult Ltd]]></itunes:summary><itunes:duration>251</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>A Paradigm Shift: Not Fewer Jobs, But Different Jobs</title><link>https://www.spreaker.com/episode/a-paradigm-shift-not-fewer-jobs-but-different-jobs--57574991</link><description><![CDATA[A Paradigm Shift: Not Fewer Jobs, But Different JobsIn this article, Freya discusses new research from Pearson which predicts that, despite the impact of automation and augmentation on the workforce, there will be more jobs available across England in four years’ time.Economic success hinges on the delicate balance between the skills of the workforce and the needs of employers.In an era where technology is the driving force behind unprecedented changes in the employment landscape, it’s imperative that we equip ourselves with the knowledge and tools to navigate these shifts effectively.Pearson’s analysis in our  Skills Map of England launched  this week reveals that nearly 7% of jobs across England will be impacted by automation and augmentation by 2027, affecting over 2 million workers. Pearson used its own proprietary machine learning models to sift through vast datasets to predict the trajectory of the workforce. This not only includes growth areas but also areas where jobs may decrease due to emerging technologies.THE DISRUPTION IS IMMINENTThe disruption is imminent, and the ripple effects will be felt across different age groups, skill levels, and regions. It’s a wake-up call to acknowledge the looming upheaval and the opportunities and challenges that come with this.Contrary to the prevailing fear that automation equates to fewer jobs, Pearson’s predictions offer an optimistic perspective. The forecast suggests that, by 2027, there will be a net increase of 390,000 additional roles, totalling 2.4 million new jobs. This shift is not a reduction in opportunities; instead, it signifies a transformation in the types of jobs available.The key lies in understanding the ebb and flow of opportunity across different sectors. While the digital sector is projected to grow by 26%, creating around 365,480 additional jobs, the wholesale and retail sector is expected to decrease by nearly 170,000 positions. The challenge, therefore, lies in efficiently transitioning displaced individuals into these emerging career paths.LOCAL-LEVEL ANALYSIS BECOMES PARAMOUNT IN CRAFTING EFFECTIVE SKILL STRATEGIES.Pearson’s data indicates that each region in England will witness significant job impacts, but the specific demands vary. Local leaders express a desire for tailored, localised actions that build on regional strengths.Flexible and adaptable workforces thrive in the face of change. Regions with the ability to anticipate and embrace new opportunities are positioned to thrive over the coming years. The challenge is not just about preparing for 2027, but about cultivating a continuous adaptability that can meet the evolving demands of the modern economy.Policymakers must play an active role in shaping the future of the workforce. The recommendations include further devolving skills and employment funding to combined authorities. Local leaders are better equipped to understand and respond to their region’s specific needs, making devolution a key strategy for targeted skill development.WE NEED A SKILLS PIPELINE THAT ALIGNS WITH TECHNOLOGICAL ADVANCEMENTS.This includes supporting those at risk of job displacement, upskilling individuals for growing sectors, and aiding the economically inactive to re-enter the workforce. Proactive measures, implemented now, are essential to building a resilient workforce that can navigate the evolving employment landscape.DATA EMERGES AS A CENTRAL PLAYER IN THIS PROACTIVE APPROACHEvidence-led policymaking, driven by private and public sector data, ensures that decisions are forward-looking and aligned with future workforce trends. Pearson advocates for regular data exercises in devolved areas to keep policymakers informed and empower them to make informed decisions.In the journey toward a future-ready workforce, Pearson’s Skills Map of England acts as a guiding compass. The challenges posed by technological transformations are significant, but the opportunities for growth and adaptation are equally vast.Policymakers, e...]]></description><guid isPermaLink="false">X9E8rmxQ</guid><pubDate>Thu, 09 Nov 2023 09:21:44 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57574991/fajeftiuyvef71i4ugiwz5x9efbph6mesmnwas1a.mp3" length="1033920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16/af2235b5-ce7d-4b2a-8f53-7e73f6f6af16.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>A Paradigm Shift: Not Fewer Jobs, But Different JobsIn this article, Freya discusses new research from Pearson which predicts that, despite the impact of automation and augmentation on the workforce, there will be more jobs available across England in...</itunes:subtitle><itunes:summary><![CDATA[A Paradigm Shift: Not Fewer Jobs, But Different JobsIn this article, Freya discusses new research from Pearson which predicts that, despite the impact of automation and augmentation on the workforce, there will be more jobs available across England in four years’ time.Economic success hinges on the delicate balance between the skills of the workforce and the needs of employers.In an era where technology is the driving force behind unprecedented changes in the employment landscape, it’s imperative that we equip ourselves with the knowledge and tools to navigate these shifts effectively.Pearson’s analysis in our  Skills Map of England launched  this week reveals that nearly 7% of jobs across England will be impacted by automation and augmentation by 2027, affecting over 2 million workers. Pearson used its own proprietary machine learning models to sift through vast datasets to predict the trajectory of the workforce. This not only includes growth areas but also areas where jobs may decrease due to emerging technologies.THE DISRUPTION IS IMMINENTThe disruption is imminent, and the ripple effects will be felt across different age groups, skill levels, and regions. It’s a wake-up call to acknowledge the looming upheaval and the opportunities and challenges that come with this.Contrary to the prevailing fear that automation equates to fewer jobs, Pearson’s predictions offer an optimistic perspective. The forecast suggests that, by 2027, there will be a net increase of 390,000 additional roles, totalling 2.4 million new jobs. This shift is not a reduction in opportunities; instead, it signifies a transformation in the types of jobs available.The key lies in understanding the ebb and flow of opportunity across different sectors. While the digital sector is projected to grow by 26%, creating around 365,480 additional jobs, the wholesale and retail sector is expected to decrease by nearly 170,000 positions. The challenge, therefore, lies in efficiently transitioning displaced individuals into these emerging career paths.LOCAL-LEVEL ANALYSIS BECOMES PARAMOUNT IN CRAFTING EFFECTIVE SKILL STRATEGIES.Pearson’s data indicates that each region in England will witness significant job impacts, but the specific demands vary. Local leaders express a desire for tailored, localised actions that build on regional strengths.Flexible and adaptable workforces thrive in the face of change. Regions with the ability to anticipate and embrace new opportunities are positioned to thrive over the coming years. The challenge is not just about preparing for 2027, but about cultivating a continuous adaptability that can meet the evolving demands of the modern economy.Policymakers must play an active role in shaping the future of the workforce. The recommendations include further devolving skills and employment funding to combined authorities. Local leaders are better equipped to understand and respond to their region’s specific needs, making devolution a key strategy for targeted skill development.WE NEED A SKILLS PIPELINE THAT ALIGNS WITH TECHNOLOGICAL ADVANCEMENTS.This includes supporting those at risk of job displacement, upskilling individuals for growing sectors, and aiding the economically inactive to re-enter the workforce. Proactive measures, implemented now, are essential to building a resilient workforce that can navigate the evolving employment landscape.DATA EMERGES AS A CENTRAL PLAYER IN THIS PROACTIVE APPROACHEvidence-led policymaking, driven by private and public sector data, ensures that decisions are forward-looking and aligned with future workforce trends. Pearson advocates for regular data exercises in devolved areas to keep policymakers informed and empower them to make informed decisions.In the journey toward a future-ready workforce, Pearson’s Skills Map of England acts as a guiding compass. The challenges posed by technological transformations are significant, but the opportunities for growth and adaptation are equally...]]></itunes:summary><itunes:duration>259</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The apprenticeship levy debate: Flexibility is essential, but definition is key</title><link>https://www.spreaker.com/episode/the-apprenticeship-levy-debate-flexibility-is-essential-but-definition-is-key--57574985</link><description><![CDATA[The apprenticeship levy debate: Flexibility is essential, but definition is keyIn this piece, Daisy outlines why in recent months there have been increasing calls for flexibility to the levy to better meet employer needs, and seeks to bring clarity to the lack of a clear and shared definition of what flexibility means in this context. The English apprenticeship levy has been a very live discussion since its launch in 2017. The levy was introduced to help fund high quality applied learning – through apprenticeship programs – with the aim of addressing long term skills shortages and fostering a skilled workforce.In recent months there have been increasing calls for flexibility to the levy to better meet employer needs. However, the lack of a clear and shared definition of what flexibility means in this context is increasingly problematic.When people talk about ‘flexing the levy’, they are often referring to different things. Some are talking about the need to increase flexibility in delivery of how apprenticeship programs are structured and implemented. Others are talking about amending rules and regulations. Still others are talking about making the levy open to a wider range of courses.There are trade offs associated with all of these choices which have yet to be fully explored.For example, giving employers more autonomy to design programmes of training, including their length and structure, could help them meet their specific needs. However, it also risks undermining the goal of securing long-term investment in skills development.Widening the levy to include more courses could help younger people and disadvantaged groups. But this carries the very real risk of “deadweight” – subsidising courses that employers would have funded anyway.It is important to note that there is already some flexibility in the apprenticeship system. For example, employers can choose which apprenticeship provider they want to work with, and they can design their own apprenticeship programmes, provided that they meet clear quality standards.But many employers still feel that the system is too rigid and does not allow them enough flexibility to meet their specific needs. For example, some employers would like to be able to offer shorter apprenticeships, or apprenticeships that are more focused on specific skills.The government is currently considering how to make the apprenticeship system more flexible including possibly offering more autonomy over programme design to employers, or widening the levy to include more courses.But every change comes with trade-offs – and protecting the quality of apprenticeships has to remain paramount and cannot be lost in the name of flexibility.THE IMPORTANCE OF FLEXIBILITYDifferent industries and sectors have very different needs – the skills required in the tech sector may be very different from those required in the construction sector, for example.And the labour market is not static, with new technologies emerging and new jobs are being created. The apprenticeship system needs to be able to adapt to these changes in order to face into the speed of change.Employers need to be able to invest in their workforce in a way that makes sense for their business. This may mean offering shorter apprenticeships, or apprenticeships that are more focused on specific skills.THE RISKS OF FLEXIBILITYThe primary risk of flexibility is that it could lead to a dilution of the quality of apprenticeships. Employer autonomy over programme design can leave some tempted to cut corners in order to save money, most notably when facing economic headwinds.Another risk is that flexibility could exacerbate existing inequalities and leave smaller employers – the backbone of the UK economy – at a disadvantage. For example, if the levy is widened to include more courses, this could benefit larger employers who have the resources to develop their own apprenticeshipsCONCLUSIONThe debate over the flexibility of the UK apprenticeship levy needs to take p...]]></description><guid isPermaLink="false">bx1BRM9D</guid><pubDate>Thu, 09 Nov 2023 09:21:44 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57574985/ntktjz1havdys3iwyxnw4rynkv9ny8wkrzars1o7.mp3" length="1013472" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152/c2d2a4aa-5f59-4ca4-a5fa-289caf52e152.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The apprenticeship levy debate: Flexibility is essential, but definition is keyIn this piece, Daisy outlines why in recent months there have been increasing calls for flexibility to the levy to better meet employer needs, and seeks to bring clarity to...</itunes:subtitle><itunes:summary><![CDATA[The apprenticeship levy debate: Flexibility is essential, but definition is keyIn this piece, Daisy outlines why in recent months there have been increasing calls for flexibility to the levy to better meet employer needs, and seeks to bring clarity to the lack of a clear and shared definition of what flexibility means in this context. The English apprenticeship levy has been a very live discussion since its launch in 2017. The levy was introduced to help fund high quality applied learning – through apprenticeship programs – with the aim of addressing long term skills shortages and fostering a skilled workforce.In recent months there have been increasing calls for flexibility to the levy to better meet employer needs. However, the lack of a clear and shared definition of what flexibility means in this context is increasingly problematic.When people talk about ‘flexing the levy’, they are often referring to different things. Some are talking about the need to increase flexibility in delivery of how apprenticeship programs are structured and implemented. Others are talking about amending rules and regulations. Still others are talking about making the levy open to a wider range of courses.There are trade offs associated with all of these choices which have yet to be fully explored.For example, giving employers more autonomy to design programmes of training, including their length and structure, could help them meet their specific needs. However, it also risks undermining the goal of securing long-term investment in skills development.Widening the levy to include more courses could help younger people and disadvantaged groups. But this carries the very real risk of “deadweight” – subsidising courses that employers would have funded anyway.It is important to note that there is already some flexibility in the apprenticeship system. For example, employers can choose which apprenticeship provider they want to work with, and they can design their own apprenticeship programmes, provided that they meet clear quality standards.But many employers still feel that the system is too rigid and does not allow them enough flexibility to meet their specific needs. For example, some employers would like to be able to offer shorter apprenticeships, or apprenticeships that are more focused on specific skills.The government is currently considering how to make the apprenticeship system more flexible including possibly offering more autonomy over programme design to employers, or widening the levy to include more courses.But every change comes with trade-offs – and protecting the quality of apprenticeships has to remain paramount and cannot be lost in the name of flexibility.THE IMPORTANCE OF FLEXIBILITYDifferent industries and sectors have very different needs – the skills required in the tech sector may be very different from those required in the construction sector, for example.And the labour market is not static, with new technologies emerging and new jobs are being created. The apprenticeship system needs to be able to adapt to these changes in order to face into the speed of change.Employers need to be able to invest in their workforce in a way that makes sense for their business. This may mean offering shorter apprenticeships, or apprenticeships that are more focused on specific skills.THE RISKS OF FLEXIBILITYThe primary risk of flexibility is that it could lead to a dilution of the quality of apprenticeships. Employer autonomy over programme design can leave some tempted to cut corners in order to save money, most notably when facing economic headwinds.Another risk is that flexibility could exacerbate existing inequalities and leave smaller employers – the backbone of the UK economy – at a disadvantage. For example, if the levy is widened to include more courses, this could benefit larger employers who have the resources to develop their own apprenticeshipsCONCLUSIONThe debate over the flexibility of the UK apprenticeship levy needs to...]]></itunes:summary><itunes:duration>254</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>UCAS and Beyond: Embracing Apprenticeships and Lifelong Learning</title><link>https://www.spreaker.com/episode/ucas-and-beyond-embracing-apprenticeships-and-lifelong-learning--57557008</link><description><![CDATA[UCAS and Beyond: Embracing Apprenticeships and Lifelong LearningIn this article, Nichola Hay MBE shares her advice to young people about how they should pursue further education and training opportunities throughout their professional lives and how professional apprenticeships have empowered people to upskill themselves into new career paths.September marked the final deadline for most UCAS Undergraduate applications, a stressful time for many young people across the country fretting over whether they have made the right choice and worrying about future career prospects. In today’s rapidly evolving world, however, the path to career success has expanded beyond the traditional physical and temporal confines of a university education.While university will remain a tried-and-true avenue for many to find a fulfilling and prosperous career, the growing interest amongst UK employers in professional apprenticeships and the increasingly dynamic nature of modern career development, support the notion that education and training are now lifelong companions on the journey to a satisfying career rather than limited to an individual’s time in university.THE VALUE OF PROFESSIONAL APPRENTICESHIPSWhile often incorrectly associated with school and college leavers, apprenticeship programmes can be designed to offer on-the-job development to professionals at all levels of a business. This means that if an individual is looking for more from their current role and is keen for a new challenge and exciting development opportunities, they will have the opportunity through an apprenticeship to retrain for promotion and/or lateral moves into other segments of the business.Professional apprenticeships have emerged as a transformative force in the modern workplace, empowering individuals to seamlessly transition into new career paths while offering a wealth of benefits to employers. In an era marked by rapid technological advancement and shifting job market demand, apprenticeships provide a dynamic platform for upskilling and reskilling.As well as helping boost retention rates amongst existing talent within the business, apprenticeship also provides employers access to a pool of potential new entrants into the business who are motivated, hands-on learners eager to contribute fresh perspectives. This new talent helps foster a culture of continuous learning and innovation, which is critical for enhancing both individual career trajectories and sharpening the competitive edge of a business in today’s ever-changing marketplace.OVERCOMING BIASESWhile the clear value of apprenticeships is increasingly being recognised, there persists unfortunate stereotypes and outdated perception that, at times, leads employers to overlook the incredible talent within their existing workforce or in the wider labour market. Employers that cling to the traditional belief that certain university degrees are the sole markets of competence can be short-sighted approaches to hiring — particularly amidst current labour market shortages.This narrow focus not only restricts their access to a diverse talent pool but also limits their capacity to harness the skills, dedication, and fresh perspectives that apprentices bring to the table. For instance, parents looking to re-enter the workforce, the long-term economically inactive or recent graduates may be more inclined to apply for an open apprenticeship over a job with highly stringent experience or qualification requirements.At a time when the  UK economy is falling behind both the US and the eurozone  , and with the UK’s persistent skills gap acting as a serious drag on productivity, it is clear that businesses must invest greater resources in building talent within their business — rather than exclusively buying it at such a high premium on the open labour market.EMBRACING CONTINUOUS LEARNINGTo those embarking on your university educational journey, it is critical to understand that learning doesn’t stop with your university accepta...]]></description><guid isPermaLink="false">Zxn5wDLj</guid><pubDate>Wed, 08 Nov 2023 09:21:41 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57557008/yqkvpv6ksjcjjdhpcyy2evnjpq4rnpgju2hnqprl.mp3" length="1162848" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3a5a428-99ed-49e0-a0be-a631500c21bc/b3a5a428-99ed-49e0-a0be-a631500c21bc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3a5a428-99ed-49e0-a0be-a631500c21bc/b3a5a428-99ed-49e0-a0be-a631500c21bc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3a5a428-99ed-49e0-a0be-a631500c21bc/b3a5a428-99ed-49e0-a0be-a631500c21bc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UCAS and Beyond: Embracing Apprenticeships and Lifelong LearningIn this article, Nichola Hay MBE shares her advice to young people about how they should pursue further education and training opportunities throughout their professional lives and how...</itunes:subtitle><itunes:summary><![CDATA[UCAS and Beyond: Embracing Apprenticeships and Lifelong LearningIn this article, Nichola Hay MBE shares her advice to young people about how they should pursue further education and training opportunities throughout their professional lives and how professional apprenticeships have empowered people to upskill themselves into new career paths.September marked the final deadline for most UCAS Undergraduate applications, a stressful time for many young people across the country fretting over whether they have made the right choice and worrying about future career prospects. In today’s rapidly evolving world, however, the path to career success has expanded beyond the traditional physical and temporal confines of a university education.While university will remain a tried-and-true avenue for many to find a fulfilling and prosperous career, the growing interest amongst UK employers in professional apprenticeships and the increasingly dynamic nature of modern career development, support the notion that education and training are now lifelong companions on the journey to a satisfying career rather than limited to an individual’s time in university.THE VALUE OF PROFESSIONAL APPRENTICESHIPSWhile often incorrectly associated with school and college leavers, apprenticeship programmes can be designed to offer on-the-job development to professionals at all levels of a business. This means that if an individual is looking for more from their current role and is keen for a new challenge and exciting development opportunities, they will have the opportunity through an apprenticeship to retrain for promotion and/or lateral moves into other segments of the business.Professional apprenticeships have emerged as a transformative force in the modern workplace, empowering individuals to seamlessly transition into new career paths while offering a wealth of benefits to employers. In an era marked by rapid technological advancement and shifting job market demand, apprenticeships provide a dynamic platform for upskilling and reskilling.As well as helping boost retention rates amongst existing talent within the business, apprenticeship also provides employers access to a pool of potential new entrants into the business who are motivated, hands-on learners eager to contribute fresh perspectives. This new talent helps foster a culture of continuous learning and innovation, which is critical for enhancing both individual career trajectories and sharpening the competitive edge of a business in today’s ever-changing marketplace.OVERCOMING BIASESWhile the clear value of apprenticeships is increasingly being recognised, there persists unfortunate stereotypes and outdated perception that, at times, leads employers to overlook the incredible talent within their existing workforce or in the wider labour market. Employers that cling to the traditional belief that certain university degrees are the sole markets of competence can be short-sighted approaches to hiring — particularly amidst current labour market shortages.This narrow focus not only restricts their access to a diverse talent pool but also limits their capacity to harness the skills, dedication, and fresh perspectives that apprentices bring to the table. For instance, parents looking to re-enter the workforce, the long-term economically inactive or recent graduates may be more inclined to apply for an open apprenticeship over a job with highly stringent experience or qualification requirements.At a time when the  UK economy is falling behind both the US and the eurozone  , and with the UK’s persistent skills gap acting as a serious drag on productivity, it is clear that businesses must invest greater resources in building talent within their business — rather than exclusively buying it at such a high premium on the open labour market.EMBRACING CONTINUOUS LEARNINGTo those embarking on your university educational journey, it is critical to understand that learning doesn’t stop with your university...]]></itunes:summary><itunes:duration>291</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How art and cultural education can create fantastic futures for 16-25 year olds with SEND</title><link>https://www.spreaker.com/episode/how-art-and-cultural-education-can-create-fantastic-futures-for-16-25-year-olds-with-send--57530435</link><description><![CDATA[How art and cultural education can create fantastic futures for 16-25 year olds with SENDYoung people with SEND face an uncertain future, as they reach adulthood. But studying art, particularly in museums, galleries and other cultural settings, can greatly enhance their engagement with learning, help them gain qualifications and massively boost their life and career prospects.Young people with SEND are among society’s most marginalised groups. Many of them experience poor educational outcomes, unemployment and isolation. But I believe studying creative subjects in cultural contexts can change their lives in ways they might not have thought possible.Just over  8% of pupils  with a government education, health and care plan (EHC) or SEN statement progress to higher education by the age of 19. Fewer than  three in ten  autistic adults are in work. These figures could be significantly improved if more neurodivergent young people focused on the critical thinking and problem solving art and creativity requires. This should be coupled with a learning environment that rejects the standard offer, recognising the traumatic experiences that a standard classroom can produce. A setting that is looking outward to the richness that every town and city in the UK displays within its cultural organisations and associations.Pinc College’s art-and-design-based learning programme for 16-25-year-olds, last year enabled more than 150 young people to gain qualifications, up to and including A Level. With 13 Campuses across the UK, learning takes place in affiliated museums and galleries, and students also have work placements within local cultural and creative organisations. English, maths, PSD and work experience, are embedded in courses and students develop confidence and skills for progression into the workplace and adult life, such as improved communication.Young people across the UK could benefit from similar specialist routes.The potential and pedagogical design to promote inclusive education practices and maximise the wellbeing, participation and engagement of neurodivergent students is often overlooked. Art and design programmes allow neurodivergent and other SEND young people to explore creative and practical skills further, while supporting wellbeing and mental health.I encourage educators across all roles, to harness their local assets within the cultural sector to enrich learning and engage students who may be struggling. Galleries and museums are truly alternative learning environments that are more relaxing, safer places for many neurodivergent students. Students are less afraid of expressing themselves than they are in noisy, busy mainstream classrooms or training courses. This increases their confidence as young adults, making them better able to build relationships and improve communication skills. Build partnerships and take students outside of the school or college building to enable these adventures!With real world experiences, students gain an insight into the wide range of career pathways in the cultural sector. Working alongside museum and art gallery staff, they can learn about roles such as curator and museum visitor assistant, raising aspirations and supporting progression.The UK education system is not sufficiently harnessing its local places and spaces, such as galleries, for asset based learning experiences.With a national mental health crisis among young UK adults with SEND, there are few options for those with anxiety to continue to study without attending mainstream schools. Art and creativity are the places to start for reengagement of those who have not thrived in education for some time.We strongly feel inclusion is innately happening through the peripheral and experiential, when a college works alongside a museum or gallery. Leading this initiative has seen many challenges, not least around the notion of learning outside a traditional school building. But feedback from staff team members supports an emancipatory fe...]]></description><guid isPermaLink="false">39Dlre91</guid><pubDate>Mon, 06 Nov 2023 11:22:38 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57530435/82ji9uqnwl6hke8oshomvvnkub93pkawlyzblqo3.mp3" length="1341216" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb609058-cddd-4425-abb7-c07bf41a41f6/eb609058-cddd-4425-abb7-c07bf41a41f6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb609058-cddd-4425-abb7-c07bf41a41f6/eb609058-cddd-4425-abb7-c07bf41a41f6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb609058-cddd-4425-abb7-c07bf41a41f6/eb609058-cddd-4425-abb7-c07bf41a41f6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How art and cultural education can create fantastic futures for 16-25 year olds with SENDYoung people with SEND face an uncertain future, as they reach adulthood. But studying art, particularly in museums, galleries and other cultural settings, can...</itunes:subtitle><itunes:summary><![CDATA[How art and cultural education can create fantastic futures for 16-25 year olds with SENDYoung people with SEND face an uncertain future, as they reach adulthood. But studying art, particularly in museums, galleries and other cultural settings, can greatly enhance their engagement with learning, help them gain qualifications and massively boost their life and career prospects.Young people with SEND are among society’s most marginalised groups. Many of them experience poor educational outcomes, unemployment and isolation. But I believe studying creative subjects in cultural contexts can change their lives in ways they might not have thought possible.Just over  8% of pupils  with a government education, health and care plan (EHC) or SEN statement progress to higher education by the age of 19. Fewer than  three in ten  autistic adults are in work. These figures could be significantly improved if more neurodivergent young people focused on the critical thinking and problem solving art and creativity requires. This should be coupled with a learning environment that rejects the standard offer, recognising the traumatic experiences that a standard classroom can produce. A setting that is looking outward to the richness that every town and city in the UK displays within its cultural organisations and associations.Pinc College’s art-and-design-based learning programme for 16-25-year-olds, last year enabled more than 150 young people to gain qualifications, up to and including A Level. With 13 Campuses across the UK, learning takes place in affiliated museums and galleries, and students also have work placements within local cultural and creative organisations. English, maths, PSD and work experience, are embedded in courses and students develop confidence and skills for progression into the workplace and adult life, such as improved communication.Young people across the UK could benefit from similar specialist routes.The potential and pedagogical design to promote inclusive education practices and maximise the wellbeing, participation and engagement of neurodivergent students is often overlooked. Art and design programmes allow neurodivergent and other SEND young people to explore creative and practical skills further, while supporting wellbeing and mental health.I encourage educators across all roles, to harness their local assets within the cultural sector to enrich learning and engage students who may be struggling. Galleries and museums are truly alternative learning environments that are more relaxing, safer places for many neurodivergent students. Students are less afraid of expressing themselves than they are in noisy, busy mainstream classrooms or training courses. This increases their confidence as young adults, making them better able to build relationships and improve communication skills. Build partnerships and take students outside of the school or college building to enable these adventures!With real world experiences, students gain an insight into the wide range of career pathways in the cultural sector. Working alongside museum and art gallery staff, they can learn about roles such as curator and museum visitor assistant, raising aspirations and supporting progression.The UK education system is not sufficiently harnessing its local places and spaces, such as galleries, for asset based learning experiences.With a national mental health crisis among young UK adults with SEND, there are few options for those with anxiety to continue to study without attending mainstream schools. Art and creativity are the places to start for reengagement of those who have not thrived in education for some time.We strongly feel inclusion is innately happening through the peripheral and experiential, when a college works alongside a museum or gallery. Leading this initiative has seen many challenges, not least around the notion of learning outside a traditional school building. But feedback from staff team members supports an...]]></itunes:summary><itunes:duration>336</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How education can help bridge the United Kingdom’s digital skill gap</title><link>https://www.spreaker.com/episode/how-education-can-help-bridge-the-united-kingdom-s-digital-skill-gap--57496674</link><description><![CDATA[How education can help bridge the United Kingdom’s digital skill gapIn this article, Rajesh Gansean discusses the UK’s digital skills gap. How technology has transformed the workplace, and how education and employers can collaborate to build a digitally skilled workforce.Technology has transformed the workplace; almost every company today is tech-powered. New developments in AI, along with increasingly sophisticated cyberthreats, have served to highlight how this shift demands a future workforce that is prepared and digitally skilled. However, new research shows that  two-thirds  of UK businesses are facing a digital skill gap in their workforce. For the UK to remain competitive and for businesses to digitally transform, this gap needs to be bridged.The good news is that  89% of employees  “are motivated to acquire new digital skills,” and  80% of Gen Zers  aspire to work with innovative technology. This shows that there is enthusiasm and willingness from the workforce and students to learn and acquire technological skills and knowledge. This enthusiasm along with the UK’s current shortfall in technology talent suggest that now is the optimal time for education leaders and employers to act. Also, by working in sync, they can build a more digitally robust future.First, we must look to education. The focus should be on ensuring that school curricula keep pace with technology changes to build a foundation in the technology skills so desperately needed. Coding becoming part of curricula in 2014 was a great first step. Now, with the emergence of technologies such as AI, schools should respond and incorporate these tools into the classroom.RESHAPING SCHOOL CURRICULAMathematics, languages, and physical education are all considered integral to a school’s curriculum. IT and technology courses need to be viewed in the same way. According to Dell, more than  one-third of Gen Zers  feel their school did not prepare them with the technology skills they needed for their planned career, and 56% received very basic or no training in digital skills.School curricula should be updated in line with emerging technologies to ensure that we plug these shortages. For instance, responding to the emergence of AI by teaching children the basic concepts of how AI works will be instrumental in closing the skill gap as well as creating a more security-focused generation. Students must understand how security threats appear online and how their data can be used so that they can remain vigilant and not fall victim to cyber scams.The first step is demystifying digital skills. Older children may think that coding and data skills are too difficult, inaccessible, or even boring. Schools should focus on teaching digital skills with an innovative, thought-provoking approach. For instance, learning coding is like learning a language, and applying problem-solving and creative approaches to teaching such skills can support learning initiatives.MAKING ALL PROFESSIONS MORE ACCESSIBLE AND ENCOURAGING ON-THE-JOB LEARNINGWith  36% of Gen Zers planning  to regularly acquire new digital skills to ensure continuous employment, the future looks bright.With technology and engineering graduates in short supply, employers need to think creatively about how alternative qualifications and different routes of entry, like apprenticeships and on-the-job training, can lead to successful careers within the technology industry.Apprenticeships can help make learning more contextual and effective. They offer employers the chance to connect with talented people who are starting or restarting their careers. Additionally, these programmes can be structured to meet specific business needs and designed to fill the critical skill gap specific to an organisation.At ManageEngine, we have a few guiding principles when it comes to recruitment, particularly for entry-level positions, which is one reason why our people typically stay with us for a long time. One of these principles is that an employe...]]></description><guid isPermaLink="false">BzJqD69r</guid><pubDate>Fri, 03 Nov 2023 09:21:51 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57496674/x3boeolqno5yg9rmcrmqaj4dl3nxuvqlglcd5rps.mp3" length="1467168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d89e290b-cbb4-411e-94a9-d05ca3ad0db1/d89e290b-cbb4-411e-94a9-d05ca3ad0db1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d89e290b-cbb4-411e-94a9-d05ca3ad0db1/d89e290b-cbb4-411e-94a9-d05ca3ad0db1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d89e290b-cbb4-411e-94a9-d05ca3ad0db1/d89e290b-cbb4-411e-94a9-d05ca3ad0db1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How education can help bridge the United Kingdom’s digital skill gapIn this article, Rajesh Gansean discusses the UK’s digital skills gap. How technology has transformed the workplace, and how education and employers can collaborate to build a...</itunes:subtitle><itunes:summary><![CDATA[How education can help bridge the United Kingdom’s digital skill gapIn this article, Rajesh Gansean discusses the UK’s digital skills gap. How technology has transformed the workplace, and how education and employers can collaborate to build a digitally skilled workforce.Technology has transformed the workplace; almost every company today is tech-powered. New developments in AI, along with increasingly sophisticated cyberthreats, have served to highlight how this shift demands a future workforce that is prepared and digitally skilled. However, new research shows that  two-thirds  of UK businesses are facing a digital skill gap in their workforce. For the UK to remain competitive and for businesses to digitally transform, this gap needs to be bridged.The good news is that  89% of employees  “are motivated to acquire new digital skills,” and  80% of Gen Zers  aspire to work with innovative technology. This shows that there is enthusiasm and willingness from the workforce and students to learn and acquire technological skills and knowledge. This enthusiasm along with the UK’s current shortfall in technology talent suggest that now is the optimal time for education leaders and employers to act. Also, by working in sync, they can build a more digitally robust future.First, we must look to education. The focus should be on ensuring that school curricula keep pace with technology changes to build a foundation in the technology skills so desperately needed. Coding becoming part of curricula in 2014 was a great first step. Now, with the emergence of technologies such as AI, schools should respond and incorporate these tools into the classroom.RESHAPING SCHOOL CURRICULAMathematics, languages, and physical education are all considered integral to a school’s curriculum. IT and technology courses need to be viewed in the same way. According to Dell, more than  one-third of Gen Zers  feel their school did not prepare them with the technology skills they needed for their planned career, and 56% received very basic or no training in digital skills.School curricula should be updated in line with emerging technologies to ensure that we plug these shortages. For instance, responding to the emergence of AI by teaching children the basic concepts of how AI works will be instrumental in closing the skill gap as well as creating a more security-focused generation. Students must understand how security threats appear online and how their data can be used so that they can remain vigilant and not fall victim to cyber scams.The first step is demystifying digital skills. Older children may think that coding and data skills are too difficult, inaccessible, or even boring. Schools should focus on teaching digital skills with an innovative, thought-provoking approach. For instance, learning coding is like learning a language, and applying problem-solving and creative approaches to teaching such skills can support learning initiatives.MAKING ALL PROFESSIONS MORE ACCESSIBLE AND ENCOURAGING ON-THE-JOB LEARNINGWith  36% of Gen Zers planning  to regularly acquire new digital skills to ensure continuous employment, the future looks bright.With technology and engineering graduates in short supply, employers need to think creatively about how alternative qualifications and different routes of entry, like apprenticeships and on-the-job training, can lead to successful careers within the technology industry.Apprenticeships can help make learning more contextual and effective. They offer employers the chance to connect with talented people who are starting or restarting their careers. Additionally, these programmes can be structured to meet specific business needs and designed to fill the critical skill gap specific to an organisation.At ManageEngine, we have a few guiding principles when it comes to recruitment, particularly for entry-level positions, which is one reason why our people typically stay with us for a long time. One of these principles is that an...]]></itunes:summary><itunes:duration>367</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Shining a spotlight on EDI excellence in practice</title><link>https://www.spreaker.com/episode/shining-a-spotlight-on-edi-excellence-in-practice--57481690</link><description><![CDATA[Shining a spotlight on EDI excellence in practiceIn this blog, Jeff Greenidge highlights the importance of constant evaluation, challenge, and expertise sharing when making lasting change on EDI in FE and shares best practice from three organisations.The inequalities faced by the further education sector are complex and multifaceted, and involve social, economic, historical, and psychological factors.We need to urgently address these disparities, and to do so, we need to move on from inadequate and conventional management techniques. Personal prejudices must be confronted and the institutional frameworks that support them must be destroyed.It is hugely encouraging to see college leaders and practitioners seriously reflecting and reevaluating their strategies and methods, and in colleges across the country, there is a wealth of best practice in place in all different forms. I want to take the opportunity to share three stories of success more widely in the hope that they will inspire others and stimulate meaningful discussion.All three of the following organisations are working hard on equality, diversity and inclusion, but all doing so in a way that is suited to their context, staff and students.MILTON KEYNES COLLEGE GROUPA big focus for the Milton Keynes College Group has been managing risk in a more inclusive manner.With current risks, leaders are ensuring that as a baseline, individualised commentary of the nine protected characteristics, the impact from each identified risk, and any additional mitigations or action needed is at the forefront of planning and decision making.On new risks, leaders are establishing a mechanism that identifies risks, and are working towards a series of working groups and surveys which will establish blind spots on protected characteristics.The college is also piloting a revised Equality Impact Assessment (EIA) process in key functions like people services, project management, and finance. The new process will facilitate more inclusive approaches at the planning and implementation stages, identify areas for development, inform learning and development and CPD, and enable the group to monitor and evaluate risk across the group.NOTTINGHAM COLLEGEFour years ago, Nottingham College opened their first “café”: a space in which colleagues with similar experiences can come together to network and to support each other. The meetings happen termly, and there are now cafés for bereavement, carers, disability (seen and unseen) the menopause, cultural café, for new parents, for LGBTQ+ colleagues and for wellbeing.In these meetings, members help shape policy, process and working environment, which in turn, this fosters a sense of belonging. The cafés also welcome guest speakers from external organisations and therefore have strengthened partnerships and collaboration beyond the college gates. The evidence shows that people are attracted to work for Nottingham college and to remain in post.VTCT GROUPThe VTCT group have reviewed of their top sixty qualifications to ensure that assessment practices provide equity, diversity, and inclusivity and are unbiased and equitable for all learners undertaking these qualifications.Over the past few years VTCT has seen a more diversified learner population who identify in many ways in terms of both gender identity and sexuality, and recognised the importance of ensuring the assessment methodology within qualifications reflect this positive change.VTCT is now moving away from the conventional assessment requirements, for example, barbering assessments must be undertaken on men’s hair or hairdressing must be undertaken on women, and now allows for learners to work with a range of clients who may identify as a particular gender, or who are gender fluid. VTCT have also removed gender specific pro-nouns and is now using gender neutral language.LOOKING TO THE FUTUREI am really pleased to see the organisations highlighted above, and other leaders and sector groups, overcoming thei...]]></description><guid isPermaLink="false">nxoBAbL6</guid><pubDate>Thu, 02 Nov 2023 09:22:04 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57481690/tjmwbpdf0wsoeuoex3dohn0f6vz97vlvc7qfsqfs.mp3" length="1095552" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbf706f5-96e0-40e9-bbd3-eb8a9bead045/dbf706f5-96e0-40e9-bbd3-eb8a9bead045.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbf706f5-96e0-40e9-bbd3-eb8a9bead045/dbf706f5-96e0-40e9-bbd3-eb8a9bead045.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbf706f5-96e0-40e9-bbd3-eb8a9bead045/dbf706f5-96e0-40e9-bbd3-eb8a9bead045.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Shining a spotlight on EDI excellence in practiceIn this blog, Jeff Greenidge highlights the importance of constant evaluation, challenge, and expertise sharing when making lasting change on EDI in FE and shares best practice from three...</itunes:subtitle><itunes:summary><![CDATA[Shining a spotlight on EDI excellence in practiceIn this blog, Jeff Greenidge highlights the importance of constant evaluation, challenge, and expertise sharing when making lasting change on EDI in FE and shares best practice from three organisations.The inequalities faced by the further education sector are complex and multifaceted, and involve social, economic, historical, and psychological factors.We need to urgently address these disparities, and to do so, we need to move on from inadequate and conventional management techniques. Personal prejudices must be confronted and the institutional frameworks that support them must be destroyed.It is hugely encouraging to see college leaders and practitioners seriously reflecting and reevaluating their strategies and methods, and in colleges across the country, there is a wealth of best practice in place in all different forms. I want to take the opportunity to share three stories of success more widely in the hope that they will inspire others and stimulate meaningful discussion.All three of the following organisations are working hard on equality, diversity and inclusion, but all doing so in a way that is suited to their context, staff and students.MILTON KEYNES COLLEGE GROUPA big focus for the Milton Keynes College Group has been managing risk in a more inclusive manner.With current risks, leaders are ensuring that as a baseline, individualised commentary of the nine protected characteristics, the impact from each identified risk, and any additional mitigations or action needed is at the forefront of planning and decision making.On new risks, leaders are establishing a mechanism that identifies risks, and are working towards a series of working groups and surveys which will establish blind spots on protected characteristics.The college is also piloting a revised Equality Impact Assessment (EIA) process in key functions like people services, project management, and finance. The new process will facilitate more inclusive approaches at the planning and implementation stages, identify areas for development, inform learning and development and CPD, and enable the group to monitor and evaluate risk across the group.NOTTINGHAM COLLEGEFour years ago, Nottingham College opened their first “café”: a space in which colleagues with similar experiences can come together to network and to support each other. The meetings happen termly, and there are now cafés for bereavement, carers, disability (seen and unseen) the menopause, cultural café, for new parents, for LGBTQ+ colleagues and for wellbeing.In these meetings, members help shape policy, process and working environment, which in turn, this fosters a sense of belonging. The cafés also welcome guest speakers from external organisations and therefore have strengthened partnerships and collaboration beyond the college gates. The evidence shows that people are attracted to work for Nottingham college and to remain in post.VTCT GROUPThe VTCT group have reviewed of their top sixty qualifications to ensure that assessment practices provide equity, diversity, and inclusivity and are unbiased and equitable for all learners undertaking these qualifications.Over the past few years VTCT has seen a more diversified learner population who identify in many ways in terms of both gender identity and sexuality, and recognised the importance of ensuring the assessment methodology within qualifications reflect this positive change.VTCT is now moving away from the conventional assessment requirements, for example, barbering assessments must be undertaken on men’s hair or hairdressing must be undertaken on women, and now allows for learners to work with a range of clients who may identify as a particular gender, or who are gender fluid. VTCT have also removed gender specific pro-nouns and is now using gender neutral language.LOOKING TO THE FUTUREI am really pleased to see the organisations highlighted above, and other leaders and sector groups, overcoming...]]></itunes:summary><itunes:duration>274</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>When is a policy not a policy – when elections are coming</title><link>https://www.spreaker.com/episode/when-is-a-policy-not-a-policy-when-elections-are-coming--57481689</link><description><![CDATA[When is a policy not a policy – when elections are comingWhen is a policy not a policy…The last few weeks have seen a lot of policy announcements fuelled by the various party conferences. But how much attention should these announcements really get? In this article Chris delves into some of the inner working behind the run up to a general election and why we should always add a pinch of salt to the policy recipes.GOVERNMENT POLICY HINTSThis week, well this last month has seen a lot of hinting at Government policy and the policy intentions of the opposition parties. It’s always like this in conference season and none more so in a last full season before you-know-what might happen.The recent announcements of HS2, the Manchester metrolink extension to Manchester Airport by 2029 (incidentally it was opened in 2014) and the establishment of a(nother) tinkering with post-16 education and qualifications – hooray for the new anti-lock braking system (ABS). This is not to be confused with irritable bowels (IBS) or mandatory safeguarding (DBS). I suppose we can add US primetime TV companies (CBS) and the delightful Fetal Bovine Serum (FBS). We might as well, because that’s what happens as we near a general election. Policy leaks from every pore and we can chuck around anything we want because ultimately it doesn’t matter. But it does matter, and here is why.INSIDER INSIGHTS ON ELECTION CYCLE POLITICSAround this time of an election cycle (when we get the signs about 12-18 months before the PM visits HM), I’m always reminded of a conversation I had as a young non-affiliated adviser to the Government (not a SpAD, but older and paid more) with the (then) Permanent Secretary to the MoD. He told me some fabulous internal wiring stories of what happens around an election. The set of announcements we heard from the PM and the other main parties compelled me to put pen to paper and share them with you. It doesn’t matter what party is incumbent, it has always been the same, so I’m able to share this free of bias towards any and all politicians.He started off in the usual, ‘now look here Cherry old chap. It’s like this young man…’ It was always like that. Take a deep breath and nod appreciatively at the received wisdom.Once you are within the policy window, which is normally three years before an election, under planned conditions (ignoring the potential for snap elections and the like, such as we experienced in 2019), policy announcements are filtered in three specific ways.HOW POLICY ANNOUNCEMENTS ARE FILTERED IN THREE SPECIFIC WAYSFirstly, how much policy can be scooped up and re-presented from existing policy announcements, thus costing us nothing? An example of this is the 30 new hospitals thing. Depending on who you believe it’s all pre-announced stuff.) Hooray for the free PR and polling boost.Secondly, how much will new policy cost in new money? Can we spread it out and back end it to a time after the next election? It’s so we don’t  technically  have to pay for it, we can leave the invoices on the table for the next lot. A lot of PFI projects looked quite a lot like this.Thirdly, and most importantly (Cherry old boy), will it give us a net positive outcome in the polls. We are going to please some people so much that they vote for us, but there will be the opportunity cost of others, who will be outraged at where we have placed our bet on the roulette table of policy. As long as the beneficiaries are louder and obviously important, the loss of votes elsewhere is manageable. Add on to that our ability to keep on mentioning it at Question Time and Bob’s your Uncle (actually he was my dad).But when you get  really  close to an election, especially one without a defined date (probably Autumn 2024), then these principles need not apply. You can announce anything as long as the implementation is  definitely  beyond the next election – and more than five years is even better. We announce, take the plaudits and sit on our hands. Downing Street ha...]]></description><guid isPermaLink="false">BzNdM6xK</guid><pubDate>Thu, 02 Nov 2023 09:22:04 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57481689/gy6qrvalr62xcuibm05z2vtrhx9c2ybdp77sxpnc.mp3" length="1663296" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c07da260-1bcc-458b-a58a-897fd4956207/c07da260-1bcc-458b-a58a-897fd4956207.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c07da260-1bcc-458b-a58a-897fd4956207/c07da260-1bcc-458b-a58a-897fd4956207.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c07da260-1bcc-458b-a58a-897fd4956207/c07da260-1bcc-458b-a58a-897fd4956207.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>When is a policy not a policy – when elections are comingWhen is a policy not a policy…The last few weeks have seen a lot of policy announcements fuelled by the various party conferences. But how much attention should these announcements really get?...</itunes:subtitle><itunes:summary><![CDATA[When is a policy not a policy – when elections are comingWhen is a policy not a policy…The last few weeks have seen a lot of policy announcements fuelled by the various party conferences. But how much attention should these announcements really get? In this article Chris delves into some of the inner working behind the run up to a general election and why we should always add a pinch of salt to the policy recipes.GOVERNMENT POLICY HINTSThis week, well this last month has seen a lot of hinting at Government policy and the policy intentions of the opposition parties. It’s always like this in conference season and none more so in a last full season before you-know-what might happen.The recent announcements of HS2, the Manchester metrolink extension to Manchester Airport by 2029 (incidentally it was opened in 2014) and the establishment of a(nother) tinkering with post-16 education and qualifications – hooray for the new anti-lock braking system (ABS). This is not to be confused with irritable bowels (IBS) or mandatory safeguarding (DBS). I suppose we can add US primetime TV companies (CBS) and the delightful Fetal Bovine Serum (FBS). We might as well, because that’s what happens as we near a general election. Policy leaks from every pore and we can chuck around anything we want because ultimately it doesn’t matter. But it does matter, and here is why.INSIDER INSIGHTS ON ELECTION CYCLE POLITICSAround this time of an election cycle (when we get the signs about 12-18 months before the PM visits HM), I’m always reminded of a conversation I had as a young non-affiliated adviser to the Government (not a SpAD, but older and paid more) with the (then) Permanent Secretary to the MoD. He told me some fabulous internal wiring stories of what happens around an election. The set of announcements we heard from the PM and the other main parties compelled me to put pen to paper and share them with you. It doesn’t matter what party is incumbent, it has always been the same, so I’m able to share this free of bias towards any and all politicians.He started off in the usual, ‘now look here Cherry old chap. It’s like this young man…’ It was always like that. Take a deep breath and nod appreciatively at the received wisdom.Once you are within the policy window, which is normally three years before an election, under planned conditions (ignoring the potential for snap elections and the like, such as we experienced in 2019), policy announcements are filtered in three specific ways.HOW POLICY ANNOUNCEMENTS ARE FILTERED IN THREE SPECIFIC WAYSFirstly, how much policy can be scooped up and re-presented from existing policy announcements, thus costing us nothing? An example of this is the 30 new hospitals thing. Depending on who you believe it’s all pre-announced stuff.) Hooray for the free PR and polling boost.Secondly, how much will new policy cost in new money? Can we spread it out and back end it to a time after the next election? It’s so we don’t  technically  have to pay for it, we can leave the invoices on the table for the next lot. A lot of PFI projects looked quite a lot like this.Thirdly, and most importantly (Cherry old boy), will it give us a net positive outcome in the polls. We are going to please some people so much that they vote for us, but there will be the opportunity cost of others, who will be outraged at where we have placed our bet on the roulette table of policy. As long as the beneficiaries are louder and obviously important, the loss of votes elsewhere is manageable. Add on to that our ability to keep on mentioning it at Question Time and Bob’s your Uncle (actually he was my dad).But when you get  really  close to an election, especially one without a defined date (probably Autumn 2024), then these principles need not apply. You can announce anything as long as the implementation is  definitely  beyond the next election – and more than five years is even better. We announce, take the plaudits and sit on our hands. Downing...]]></itunes:summary><itunes:duration>416</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Can Teaching Creativity Through Collaboratives Close the Gap for Tomorrow's Innovators?</title><link>https://www.spreaker.com/episode/can-teaching-creativity-through-collaboratives-close-the-gap-for-tomorrow-s-innovators--57467533</link><description><![CDATA[Can Teaching Creativity Through Collaboratives Close the Gap for Tomorrow's Innovators?This is the last in the series of four articles on creativity in education in which we shall look at initiatives to introduce creativity into the curriculum and have a peek at what a creative school might look like, using some real-life examples.CREATIVITY IS REGARDED AS AN ESSENTIAL SKILL ACROSS A WIDE VARIETY OF DOMAINSEvidence shows that teaching creativity confers personal, economic and social  advantage  . For future generations, success will be dependent on making an impact in a way that robots and AI can’t. The demand for creative thinkers is on the rise in the ‘professional world of  adults  ’, but there are concerns over the lack of growth in creative thinking in children who are students at school today, which has resulted in a ‘  creativity gap’  . So, in the future of education, creativity must be a core capability.Although AI has been considered to be a threat, it can also be a catalyst for innovative artistic expression as conventional notions of creativity and arts are being challenged.So, in this article we ask the question: Can creative thinking be taught?“TEACHERS ARE THE PROBLEM” – BUT THEY CAN ALSO BE THE SOLUTIONMany studies show that, overall, teachers do  value  creativity in education, they feel that creativity can be developed and  enhanced  and recognise the positive impact on their students. They also perceive the positive qualities which creativity can contribute to the classroom environment. Although many teachers understand the need for creativity in education, they also recognise that there are limitations on specific lessons on creativity, such as time constraints and the rigidity of the  curriculum  .Historically, past research has suggested that teachers found creative behaviour  undesirable  in the classroom as typical characteristics of creative children include  independence, impulsiveness, curiosity  and  nonconformity  , attitudes which could be deemed to be disruptive and not beneficial for exam preparation.This struggle to accommodate creativity isn’t just limited to the classroom but is a societal issue, as encapsulated in this quote from  The Art Of Creative Rebellion  :“  We live in a society that penalises highly creative individuals for their nonconformist autonomy. That makes the teaching of problem-solving discouraging and difficult  .There are lots of misconceptions about creativity in and out of the school, such as ‘some children are born creative’ and that creativity ‘can’t be assessed’, ‘is only for the gifted’, ‘cannot be taught’ amongst others. There are also lingering doubts that it is ‘synonymous with the  arts  ’. Generally, from the research it seems that pedagogues don’t feel confident teaching a subject they have had little exposure to and feel it  is stressful  , suggesting that there are issues with training and accountability, which ‘drive instruction and  curriculum  ’.Barriers  to teaching creativity are:Also, generally, teachers are rewarded on performance in standardised  testing  . This is borne out by research which found that, when teachers were asked to rank a range of educational objectives, number one was ‘mastering content knowledge’ and the least important was ‘  creative thinking  ’.Traditional classroom environments have been criticised as not being ‘  creativity-fostering places  ’, with pressure on the curriculum and lack of support from senior  leadership  . Academics Bergetto and Plucker sum it up in their belief that these issues ‘  systematically eliminate  ’ creativity in the classroom.HOW TO MAKE CREATIVE CLASSROOM ENVIRONMENTSFor the teaching of creativity to be effective, it seems that there must be a deliberate emphasis on the value of creativity in educational objectives. Teachers should be  encouraged  to prioritise and integrate creative thinking explicitly alongside traditional content knowledge and it is essential that  schools  are provided with amp...]]></description><guid isPermaLink="false">bLr3A2xg</guid><pubDate>Wed, 01 Nov 2023 09:22:24 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57467533/znpwv94zkhzm14xpgddiia6cf0oqqem8zahamxob.mp3" length="3560640" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b0fb701b-82b7-400a-93c7-07770372a985/b0fb701b-82b7-400a-93c7-07770372a985.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b0fb701b-82b7-400a-93c7-07770372a985/b0fb701b-82b7-400a-93c7-07770372a985.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b0fb701b-82b7-400a-93c7-07770372a985/b0fb701b-82b7-400a-93c7-07770372a985.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Can Teaching Creativity Through Collaboratives Close the Gap for Tomorrow's Innovators?This is the last in the series of four articles on creativity in education in which we shall look at initiatives to introduce creativity into the curriculum and...</itunes:subtitle><itunes:summary><![CDATA[Can Teaching Creativity Through Collaboratives Close the Gap for Tomorrow's Innovators?This is the last in the series of four articles on creativity in education in which we shall look at initiatives to introduce creativity into the curriculum and have a peek at what a creative school might look like, using some real-life examples.CREATIVITY IS REGARDED AS AN ESSENTIAL SKILL ACROSS A WIDE VARIETY OF DOMAINSEvidence shows that teaching creativity confers personal, economic and social  advantage  . For future generations, success will be dependent on making an impact in a way that robots and AI can’t. The demand for creative thinkers is on the rise in the ‘professional world of  adults  ’, but there are concerns over the lack of growth in creative thinking in children who are students at school today, which has resulted in a ‘  creativity gap’  . So, in the future of education, creativity must be a core capability.Although AI has been considered to be a threat, it can also be a catalyst for innovative artistic expression as conventional notions of creativity and arts are being challenged.So, in this article we ask the question: Can creative thinking be taught?“TEACHERS ARE THE PROBLEM” – BUT THEY CAN ALSO BE THE SOLUTIONMany studies show that, overall, teachers do  value  creativity in education, they feel that creativity can be developed and  enhanced  and recognise the positive impact on their students. They also perceive the positive qualities which creativity can contribute to the classroom environment. Although many teachers understand the need for creativity in education, they also recognise that there are limitations on specific lessons on creativity, such as time constraints and the rigidity of the  curriculum  .Historically, past research has suggested that teachers found creative behaviour  undesirable  in the classroom as typical characteristics of creative children include  independence, impulsiveness, curiosity  and  nonconformity  , attitudes which could be deemed to be disruptive and not beneficial for exam preparation.This struggle to accommodate creativity isn’t just limited to the classroom but is a societal issue, as encapsulated in this quote from  The Art Of Creative Rebellion  :“  We live in a society that penalises highly creative individuals for their nonconformist autonomy. That makes the teaching of problem-solving discouraging and difficult  .There are lots of misconceptions about creativity in and out of the school, such as ‘some children are born creative’ and that creativity ‘can’t be assessed’, ‘is only for the gifted’, ‘cannot be taught’ amongst others. There are also lingering doubts that it is ‘synonymous with the  arts  ’. Generally, from the research it seems that pedagogues don’t feel confident teaching a subject they have had little exposure to and feel it  is stressful  , suggesting that there are issues with training and accountability, which ‘drive instruction and  curriculum  ’.Barriers  to teaching creativity are:Also, generally, teachers are rewarded on performance in standardised  testing  . This is borne out by research which found that, when teachers were asked to rank a range of educational objectives, number one was ‘mastering content knowledge’ and the least important was ‘  creative thinking  ’.Traditional classroom environments have been criticised as not being ‘  creativity-fostering places  ’, with pressure on the curriculum and lack of support from senior  leadership  . Academics Bergetto and Plucker sum it up in their belief that these issues ‘  systematically eliminate  ’ creativity in the classroom.HOW TO MAKE CREATIVE CLASSROOM ENVIRONMENTSFor the teaching of creativity to be effective, it seems that there must be a deliberate emphasis on the value of creativity in educational objectives. Teachers should be  encouraged  to prioritise and integrate creative thinking explicitly alongside traditional content knowledge and it is essential that  schools  are provided with...]]></itunes:summary><itunes:duration>891</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Power of Inclusive Leadership: Building Stronger Teams and Organisations</title><link>https://www.spreaker.com/episode/the-power-of-inclusive-leadership-building-stronger-teams-and-organisations--57467532</link><description><![CDATA[The Power of Inclusive Leadership: Building Stronger Teams and OrganisationsAnju Virdee, National Head of Leadership Development Design &amp; Development and Jeff Greenidge, Director for Diversity and Governance at The Association of Colleges, talk about inclusive leadership – an approach that values and incorporates diverse perspectives, backgrounds and experiences – how to achieve it and its importance in the FE and Skills sector.In today’s rapidly changing and diverse workplace landscape, leadership is more crucial than ever. Research consistently shows that inclusive leadership is a key driver of success, helping organisations thrive in the face of challenges and uncertainty. According to a study by Deloitte, inclusive teams are 80% more likely to outperform their peers. In this article, we will explore the concept of inclusive leadership, its remarkable benefits, and how individuals and organisations can cultivate this essential skill.“In today’s volatile, complex, and uncertain world, the FE and skills sector needs to think differently about how it is managed and led. Its role is multifaceted, providing an educational, economic and social offering to young people, adults, and employers —and effective leadership is essential to navigate these challenges,” says Jeff.BUT WHAT DOES ‘INCLUSIVE LEADERSHIP’ REALLY MEAN?Anju says “ETF have designed with the spirit of inclusion and demonstrating through the leadership courses what it takes to be an inclusive leader and what it means for our teams and organisations. For me, inclusive leadership is an approach that values and incorporates diverse perspectives, backgrounds and experiences. An inclusive leader actively listens, empathises and creates the environment where every team member feels valued and heard. An inclusive leader recognises that diversity is a strength and can leverage it to foster innovation and drive organisational success, diverse teams are more creative and innovative as they bring a wider range of ideas and solutions, better choices can be made if we practice being open to ideas from others, leading to much richer problem-solving.”Jeff adds “The introduction of artificial intelligence means that knowledge can be gained in one click, and therefore leadership must go beyond that. Vision statements, objectives and KPIs are loved by managers and do secure compliance, but this doesn’t necessarily translate to culture of the organisation and the behaviour of individuals. How often do we see managers failing to act on information despite having extensive risk assessments in place? How often do we see resistance to change from the stated business objectives even though the context has changed?”SO, WHAT IS THE NEW LEADERSHIP PARADIGM?Jeff: “Let’s turn to the world of rugby, a sport I love, and admittedly, am very biased towards. Rugby is a team sport so collaboration is a must. It is a strategic game that can only be won with a total team effort. However, national teams come together from different club cultures, and therefore have different ways of communicating with each other, which can lead to major misunderstandings on the field, and cost the team the game. The best teams have a homogenous team culture in which everyone understands they are a part of a whole and build an ethos so no one player tries to outshine their teammates. There is a pride and sense of belonging in the jersey and in the best teams a solid cultural identity which leads to an almost telepathic way of communicating.”Anju agrees, “Creating and maintaining diverse and inclusive teams requires a proactive approach. Inclusive leaders prioritise diversity in recruitment, actively seeking staff from a variety of backgrounds, the awareness of how then to induction, onboard, support, nurture a diverse staff team is key to reap the benefits of inclusive leadership. It’s bringing together two things for me: our awareness and actions.”HOW DO WE GET THERE  ?Jeff says “Leaders must become more skilled and a...]]></description><guid isPermaLink="false">mLmVAExN</guid><pubDate>Wed, 01 Nov 2023 09:22:24 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57467532/reep1ecvmtlxkvjtb5zelydpvwtmhfpuwe04j38r.mp3" length="1651776" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0/8e8ccf4f-e942-4d82-9c1d-8f8c654ff2b0.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Power of Inclusive Leadership: Building Stronger Teams and OrganisationsAnju Virdee, National Head of Leadership Development Design &amp;amp; Development and Jeff Greenidge, Director for Diversity and Governance at The Association of Colleges, talk...</itunes:subtitle><itunes:summary><![CDATA[The Power of Inclusive Leadership: Building Stronger Teams and OrganisationsAnju Virdee, National Head of Leadership Development Design &amp; Development and Jeff Greenidge, Director for Diversity and Governance at The Association of Colleges, talk about inclusive leadership – an approach that values and incorporates diverse perspectives, backgrounds and experiences – how to achieve it and its importance in the FE and Skills sector.In today’s rapidly changing and diverse workplace landscape, leadership is more crucial than ever. Research consistently shows that inclusive leadership is a key driver of success, helping organisations thrive in the face of challenges and uncertainty. According to a study by Deloitte, inclusive teams are 80% more likely to outperform their peers. In this article, we will explore the concept of inclusive leadership, its remarkable benefits, and how individuals and organisations can cultivate this essential skill.“In today’s volatile, complex, and uncertain world, the FE and skills sector needs to think differently about how it is managed and led. Its role is multifaceted, providing an educational, economic and social offering to young people, adults, and employers —and effective leadership is essential to navigate these challenges,” says Jeff.BUT WHAT DOES ‘INCLUSIVE LEADERSHIP’ REALLY MEAN?Anju says “ETF have designed with the spirit of inclusion and demonstrating through the leadership courses what it takes to be an inclusive leader and what it means for our teams and organisations. For me, inclusive leadership is an approach that values and incorporates diverse perspectives, backgrounds and experiences. An inclusive leader actively listens, empathises and creates the environment where every team member feels valued and heard. An inclusive leader recognises that diversity is a strength and can leverage it to foster innovation and drive organisational success, diverse teams are more creative and innovative as they bring a wider range of ideas and solutions, better choices can be made if we practice being open to ideas from others, leading to much richer problem-solving.”Jeff adds “The introduction of artificial intelligence means that knowledge can be gained in one click, and therefore leadership must go beyond that. Vision statements, objectives and KPIs are loved by managers and do secure compliance, but this doesn’t necessarily translate to culture of the organisation and the behaviour of individuals. How often do we see managers failing to act on information despite having extensive risk assessments in place? How often do we see resistance to change from the stated business objectives even though the context has changed?”SO, WHAT IS THE NEW LEADERSHIP PARADIGM?Jeff: “Let’s turn to the world of rugby, a sport I love, and admittedly, am very biased towards. Rugby is a team sport so collaboration is a must. It is a strategic game that can only be won with a total team effort. However, national teams come together from different club cultures, and therefore have different ways of communicating with each other, which can lead to major misunderstandings on the field, and cost the team the game. The best teams have a homogenous team culture in which everyone understands they are a part of a whole and build an ethos so no one player tries to outshine their teammates. There is a pride and sense of belonging in the jersey and in the best teams a solid cultural identity which leads to an almost telepathic way of communicating.”Anju agrees, “Creating and maintaining diverse and inclusive teams requires a proactive approach. Inclusive leaders prioritise diversity in recruitment, actively seeking staff from a variety of backgrounds, the awareness of how then to induction, onboard, support, nurture a diverse staff team is key to reap the benefits of inclusive leadership. It’s bringing together two things for me: our awareness and actions.”HOW DO WE GET THERE  ?Jeff says “Leaders must become more skilled...]]></itunes:summary><itunes:duration>413</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Uptake of arts subjects is falling: How can we help young people to access creative career</title><link>https://www.spreaker.com/episode/uptake-of-arts-subjects-is-falling-how-can-we-help-young-people-to-access-creative-career--57455320</link><description><![CDATA[Andy Rees explores what sixth forms and colleges can do to construct clear pathways for young people thinking about a career in the creative industries.This year’s A-Level and GCSE statistics highlighted a further decline in young people’s adoption of creative subjects at schools with arts entries at A-level dropping by 29% and arts entries at GCSE declining by 47% since 2010.WHAT DOES THIS MEAN FOR THE SKILLS AND TALENT PIPELINE OF THE UK’S BOOMING CREATIVE INDUSTRIES, INCLUDING FILM AND TV, GAMES DEVELOPMENT AND MARKETING?The creative industries are an integral part of the country’s economy, contributing £109bn in 2021, and accounting for 2.3 million jobs in 2022. These industries have traditionally been a pathway for individuals who struggle with a more academic education, but find their talents in art and design.SO, WHAT’S GOING WRONG? ARE YOUNG PEOPLE NO LONGER INTERESTED IN CREATIVE CAREERS?The shift away from the arts to business and economics subjects might be a consequence of the cost-of-living crisis, but it also reflects the entrepreneurial attitude that we are seeing in young people. The concern is that there is an inaccurate perception of creative study as ‘low value’, driven by talk of ‘Mickey Mouse’ degrees.In the last decade, creative subjects have experienced detrimental cuts, especially within state-funded schools. These reductions have skewed the way in which young people understand creative subjects and the options that are available to them.75% OF 18-25-YEAR-OLDS ARE INTERESTED IN CREATIVE JOBSIn an effort to gauge the aspirations of young people and the barriers that they might face, Ravensbourne University London recently conducted a nationwide survey to delve deeper into their attitudes towards the creative industries.The good news is that 75% of 18-25-year-olds are interested in creative jobs. The problem is that less than 25% of the young adults in this study say that they have been recommended this career path by school or been given any guidance from college as to how to get into the sector.Data from the survey also highlighted that there is a perception that the creative industry is too hard to join, which is deterring (42%) of young adults from a creative career. Many are also unaware of well-paid emerging digital roles such as UX designer or VFX editor.Of course, sixth forms and colleges play a vital role in informing students of emerging roles in the industry prior to entering higher education. But the industry is changing fast, and many of the most in demand jobs aren’t common knowledge. Students can’t aspire to careers that they aren’t aware of.The Government’s Creative Sector Vision, published earlier this year, sets out a target of one million additional creative jobs by 2030. Many, it predicts, will be highly specialist, but there is a need for broader commercial, practical and technical skills also.SO, WHAT CAN WE DO TO HELP FE AND SIXTH FORM TEACHERS BETTER INFORM THE YOUNG PEOPLE THAT THEY’RE ADVISING?At Ravensbourne, we’ve designed a new online portal called ‘Kickstart’ which seeks to help young people from underrepresented backgrounds understand what careers are available to them. This is especially important if they do not have anyone in their immediate family or social circle who already works in the creative industries.Directing students to initiatives like ‘Kickstart’ can help them to discover online resources and firsthand experiences of the creative industry, enabling them to make informed career decisions and discover their own creative potential.BUT WE ALSO NEED TO LOOK AT SECONDARY EDUCATION.Last month, the Council for Higher Education Art and Design and the University Alliance launched #ArtIsEssential – a Creative Education Manifesto calling on all political parties to protect the creative arts talent pipeline. This includes equipping every child with a solid foundation of creative education skills that are formally recognised and valued.As well as joining this call, universi...]]></description><guid isPermaLink="false">29pGA0xr</guid><pubDate>Tue, 31 Oct 2023 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57455320/4yapfcvcb8inepnlwuksbfah5jfuuh4yaotzie19.mp3" length="1909872" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6722ad78-8be8-4de8-9e98-836a19a0a826/6722ad78-8be8-4de8-9e98-836a19a0a826.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6722ad78-8be8-4de8-9e98-836a19a0a826/6722ad78-8be8-4de8-9e98-836a19a0a826.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6722ad78-8be8-4de8-9e98-836a19a0a826/6722ad78-8be8-4de8-9e98-836a19a0a826.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Andy Rees explores what sixth forms and colleges can do to construct clear pathways for young people thinking about a career in the creative industries.This year’s A-Level and GCSE statistics highlighted a further decline in young people’s adoption of...</itunes:subtitle><itunes:summary><![CDATA[Andy Rees explores what sixth forms and colleges can do to construct clear pathways for young people thinking about a career in the creative industries.This year’s A-Level and GCSE statistics highlighted a further decline in young people’s adoption of creative subjects at schools with arts entries at A-level dropping by 29% and arts entries at GCSE declining by 47% since 2010.WHAT DOES THIS MEAN FOR THE SKILLS AND TALENT PIPELINE OF THE UK’S BOOMING CREATIVE INDUSTRIES, INCLUDING FILM AND TV, GAMES DEVELOPMENT AND MARKETING?The creative industries are an integral part of the country’s economy, contributing £109bn in 2021, and accounting for 2.3 million jobs in 2022. These industries have traditionally been a pathway for individuals who struggle with a more academic education, but find their talents in art and design.SO, WHAT’S GOING WRONG? ARE YOUNG PEOPLE NO LONGER INTERESTED IN CREATIVE CAREERS?The shift away from the arts to business and economics subjects might be a consequence of the cost-of-living crisis, but it also reflects the entrepreneurial attitude that we are seeing in young people. The concern is that there is an inaccurate perception of creative study as ‘low value’, driven by talk of ‘Mickey Mouse’ degrees.In the last decade, creative subjects have experienced detrimental cuts, especially within state-funded schools. These reductions have skewed the way in which young people understand creative subjects and the options that are available to them.75% OF 18-25-YEAR-OLDS ARE INTERESTED IN CREATIVE JOBSIn an effort to gauge the aspirations of young people and the barriers that they might face, Ravensbourne University London recently conducted a nationwide survey to delve deeper into their attitudes towards the creative industries.The good news is that 75% of 18-25-year-olds are interested in creative jobs. The problem is that less than 25% of the young adults in this study say that they have been recommended this career path by school or been given any guidance from college as to how to get into the sector.Data from the survey also highlighted that there is a perception that the creative industry is too hard to join, which is deterring (42%) of young adults from a creative career. Many are also unaware of well-paid emerging digital roles such as UX designer or VFX editor.Of course, sixth forms and colleges play a vital role in informing students of emerging roles in the industry prior to entering higher education. But the industry is changing fast, and many of the most in demand jobs aren’t common knowledge. Students can’t aspire to careers that they aren’t aware of.The Government’s Creative Sector Vision, published earlier this year, sets out a target of one million additional creative jobs by 2030. Many, it predicts, will be highly specialist, but there is a need for broader commercial, practical and technical skills also.SO, WHAT CAN WE DO TO HELP FE AND SIXTH FORM TEACHERS BETTER INFORM THE YOUNG PEOPLE THAT THEY’RE ADVISING?At Ravensbourne, we’ve designed a new online portal called ‘Kickstart’ which seeks to help young people from underrepresented backgrounds understand what careers are available to them. This is especially important if they do not have anyone in their immediate family or social circle who already works in the creative industries.Directing students to initiatives like ‘Kickstart’ can help them to discover online resources and firsthand experiences of the creative industry, enabling them to make informed career decisions and discover their own creative potential.BUT WE ALSO NEED TO LOOK AT SECONDARY EDUCATION.Last month, the Council for Higher Education Art and Design and the University Alliance launched #ArtIsEssential – a Creative Education Manifesto calling on all political parties to protect the creative arts talent pipeline. This includes equipping every child with a solid foundation of creative education skills that are formally recognised and valued.As well as joining this call,...]]></itunes:summary><itunes:duration>319</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>UVAC Response to IFS Report on Investment in Skills</title><link>https://www.spreaker.com/episode/uvac-response-to-ifs-report-on-investment-in-skills--57455315</link><description><![CDATA[UVAC sets out its consideration of the likely implications should the IFS recommendations be adopted by a future Westminster Government. The IFS fails to avoid the usual ‘pitfall’; of assuming training and skills in England is synonymous with further education and failing to adequately consider the fundamental role that higher education and universities have in provision, including apprenticeships.The IFS also poorly define higher and degree apprenticeships, ignoring the all important level 5 (associate professional) and level 7 (post-graduate) programmes that play a critical role in creating routes into the professions for ALL types of apprentices. UVAC’s message is for the need to focus on skills training at all levels and, how, to raise UK economic productivity we need the engagement of a range of stakeholders including government, employers, further and higher education working with statutory and professional bodies.While the Institute for Fiscal Studies (IFS) analysis of and proposals for apprenticeship funding do not add up, in UVAC’s view – see UVAC  “  Making Sensible Recommendations on Apprenticeship Funding  ”  the report does contain some useful analysis. There is, however, a key problem.THE OVERLOOKED ROLE OF HIGHER EDUCATION IN TRAINING AND SKILLSThe problem with the report is that the IFS too often seems to regard training and skills as synonymous with further education (FE), without adequately considering the fundamental role of higher education (HE) in training and skills provision. Higher education is responsible for training the registered nurses, police constables, social workers and a range of other occupations needed by the public sector. In the private sector higher education trains engineers, digital specialists, scientists, managers and a multitude of other professions.For a report entitled  Investment in Training and Skills,  it is both surprising and disappointing to see so little consideration given to the role of higher education in training those within the workforce and those entering the workforce. The author’s statement in the introduction to the report that  “university is not the only place of learning beyond the school gates”  [1]  is obviously true but unhelpful.RETHINKING THE FE VS. HE DEBATE IN SKILLS PROVISIONIn England, there can be a tendency to pitch the debate as FE versus HE, the importance of tackling lower-level skills shortages and gaps versus higher level learning and prioritising the training of those entering the workforce at the expense of those already in work. Little is said by the IFS about the role of universities in delivering vocational programmes and work-based learning, or how higher education student loans are used by individuals to gain the skills and develop the competencies needed for key occupations in the economy.FE and HE both have fundamental roles in skills provision and providing the programmes needed by employers and individuals in order to raise their performance and productivity. Anyone not convinced that HE has a fundamental role in skills, should look through the 209 occupations for which degree level apprenticeships (at bachelors and masters levels) have been and are being developed. We need to banish the concept that we have a further education, ‘training and skills’ sector and a higher education sector.CONCERNING TRENDS IN ADULT EDUCATION AND TRAINING DECLINEThe IFS, however, does usefully highlight the substantial decline in adult education and training and the fall in public and private sector investment in training. Adult education provision has a vital role in tackling inequality and raising skill levels to increase productivity. The figures outlined by the IFS are deeply concerning and any report raising these concerns makes a positive contribution in this area. For example,  [2]  :-  The average number of days of workplace training received each year has fallen by 19% per employee in England since 2011-  Average employer spending on training has...]]></description><guid isPermaLink="false">BLwp51x1</guid><pubDate>Tue, 31 Oct 2023 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57455315/ke7eypa0kxztldxny08e0vg45qz5lauoybryr3sq.mp3" length="1532832" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fdb72491-16d2-41df-b5bb-c1fb15b806d8/fdb72491-16d2-41df-b5bb-c1fb15b806d8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fdb72491-16d2-41df-b5bb-c1fb15b806d8/fdb72491-16d2-41df-b5bb-c1fb15b806d8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fdb72491-16d2-41df-b5bb-c1fb15b806d8/fdb72491-16d2-41df-b5bb-c1fb15b806d8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UVAC sets out its consideration of the likely implications should the IFS recommendations be adopted by a future Westminster Government. The IFS fails to avoid the usual ‘pitfall’; of assuming training and skills in England is synonymous with further...</itunes:subtitle><itunes:summary><![CDATA[UVAC sets out its consideration of the likely implications should the IFS recommendations be adopted by a future Westminster Government. The IFS fails to avoid the usual ‘pitfall’; of assuming training and skills in England is synonymous with further education and failing to adequately consider the fundamental role that higher education and universities have in provision, including apprenticeships.The IFS also poorly define higher and degree apprenticeships, ignoring the all important level 5 (associate professional) and level 7 (post-graduate) programmes that play a critical role in creating routes into the professions for ALL types of apprentices. UVAC’s message is for the need to focus on skills training at all levels and, how, to raise UK economic productivity we need the engagement of a range of stakeholders including government, employers, further and higher education working with statutory and professional bodies.While the Institute for Fiscal Studies (IFS) analysis of and proposals for apprenticeship funding do not add up, in UVAC’s view – see UVAC  “  Making Sensible Recommendations on Apprenticeship Funding  ”  the report does contain some useful analysis. There is, however, a key problem.THE OVERLOOKED ROLE OF HIGHER EDUCATION IN TRAINING AND SKILLSThe problem with the report is that the IFS too often seems to regard training and skills as synonymous with further education (FE), without adequately considering the fundamental role of higher education (HE) in training and skills provision. Higher education is responsible for training the registered nurses, police constables, social workers and a range of other occupations needed by the public sector. In the private sector higher education trains engineers, digital specialists, scientists, managers and a multitude of other professions.For a report entitled  Investment in Training and Skills,  it is both surprising and disappointing to see so little consideration given to the role of higher education in training those within the workforce and those entering the workforce. The author’s statement in the introduction to the report that  “university is not the only place of learning beyond the school gates”  [1]  is obviously true but unhelpful.RETHINKING THE FE VS. HE DEBATE IN SKILLS PROVISIONIn England, there can be a tendency to pitch the debate as FE versus HE, the importance of tackling lower-level skills shortages and gaps versus higher level learning and prioritising the training of those entering the workforce at the expense of those already in work. Little is said by the IFS about the role of universities in delivering vocational programmes and work-based learning, or how higher education student loans are used by individuals to gain the skills and develop the competencies needed for key occupations in the economy.FE and HE both have fundamental roles in skills provision and providing the programmes needed by employers and individuals in order to raise their performance and productivity. Anyone not convinced that HE has a fundamental role in skills, should look through the 209 occupations for which degree level apprenticeships (at bachelors and masters levels) have been and are being developed. We need to banish the concept that we have a further education, ‘training and skills’ sector and a higher education sector.CONCERNING TRENDS IN ADULT EDUCATION AND TRAINING DECLINEThe IFS, however, does usefully highlight the substantial decline in adult education and training and the fall in public and private sector investment in training. Adult education provision has a vital role in tackling inequality and raising skill levels to increase productivity. The figures outlined by the IFS are deeply concerning and any report raising these concerns makes a positive contribution in this area. For example,  [2]  :-  The average number of days of workplace training received each year has fallen by 19% per employee in England since 2011-  Average employer spending on training...]]></itunes:summary><itunes:duration>384</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Breaking Barriers: Technology’s Role in Making World Class Higher Education Accessible for</title><link>https://www.spreaker.com/episode/breaking-barriers-technology-s-role-in-making-world-class-higher-education-accessible-for--57404937</link><description><![CDATA[Breaking Barriers: Technology’s Role in Making World Class Higher Education Accessible for AllEmerging technologies, such as AI, have the potential to transform the higher education sector – particularly in regards to English Language Testing.The integration of artificial intelligence (AI) into education services has the potential to revolutionise the sector. Educational institutions around the world have already displayed remarkable agility and innovation, particularly in offering digital learning solutions during the pandemic. These new advancements can build on this digitalisation progress, making higher education more accessible to students globally.One of the most significant areas of growth is English language testing, with 64% of the international student population listing a language other than English as their main language according to the 2021 UK census. With  forecasts  from UCAS predicting a rise of 46% in international undergraduate applicants, assessment will only become more important in years to come.Testing an applicant’s English proficiency is the first step in an international student’s journey. For many, assessing linguistic ability is a barrier – rather than a springboard to a new chapter. One of the key issues is logistical, as testing students in person excludes large numbers of people who cannot travel to nearby centres.But harnessing the potential of digital solutions can widen access to English language testing alongside in person testing. The potential for technology to power human supervision creates additional high-quality pathways for students, bring language testing to students wherever they may be.UNLOCKING THE BEST GLOBAL TALENT WITH TECHNOLOGYWith this in mind, we have invested significantly in our English Language Level Test (Oxford ELLT), integrating new, supportive technologies to enable students to take the tests online, widening access for all.From face biometrics and plagiarism checking software, to audio and screen-recording capabilities, technology upgrades coupled with interactions from human proctors enable students to securely take that test from anywhere. For example, we work with TrustID to ensure that the participant taking the Oxford ELLT proficiency test is the same person that is applying for the accreditation. Using TrustID’s Face Biometric software the candidate’s ‘selfie’ style photo taken upon registration, is matched to their identification documentation.Our human proctors are also supported by AI technology when analysing video feed, with software to monitor the participant’s posture shifts, eye movements and other behaviours. This capability flags irregularities to examiners so they can determine whether the participant could be using other devices or visual aids in the room, or whether someone else is helping them. As a matter of course, the recording of the test is also analysed to scan for irregularities before granting a result.However, not all students want to take English language tests virtually or have the tools at home to do so  .  That is why we also enable students to take the Oxford ELLT test at an approved test centre, with the same advanced technology built in – bringing high quality English language testing to students worldwide.NEW OPPORTUNITIESThanks to our roadmap of continuous enhancements and focus on student experience, we were recently awarded “Highly Commended” for ‘Digital Innovation of the Year” at the 2023 PIEoneer Award for our Oxford ELLT test platform.Our task in the years ahead is to continue to invest in new technologies, to unlock the potential for students and partner institutions alike. English is a global language and by widening access, we can provide the life-changing opportunities education brings for more people, wherever they may be. In a time of a growing market and increasing competition, we focus on remaining agile, incorporating digital transformations in a way that enhances the student experience and retains the trust that u...]]></description><guid isPermaLink="false">ExvRA1xk</guid><pubDate>Fri, 27 Oct 2023 08:22:35 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57404937/0csavqy5vbmmiwih1un1rexqn8bqqnxf04jdcnyd.mp3" length="977856" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a3534ad-b8eb-4638-a911-337a68e950c9/0a3534ad-b8eb-4638-a911-337a68e950c9.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a3534ad-b8eb-4638-a911-337a68e950c9/0a3534ad-b8eb-4638-a911-337a68e950c9.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0a3534ad-b8eb-4638-a911-337a68e950c9/0a3534ad-b8eb-4638-a911-337a68e950c9.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Breaking Barriers: Technology’s Role in Making World Class Higher Education Accessible for AllEmerging technologies, such as AI, have the potential to transform the higher education sector – particularly in regards to English Language Testing.The...</itunes:subtitle><itunes:summary><![CDATA[Breaking Barriers: Technology’s Role in Making World Class Higher Education Accessible for AllEmerging technologies, such as AI, have the potential to transform the higher education sector – particularly in regards to English Language Testing.The integration of artificial intelligence (AI) into education services has the potential to revolutionise the sector. Educational institutions around the world have already displayed remarkable agility and innovation, particularly in offering digital learning solutions during the pandemic. These new advancements can build on this digitalisation progress, making higher education more accessible to students globally.One of the most significant areas of growth is English language testing, with 64% of the international student population listing a language other than English as their main language according to the 2021 UK census. With  forecasts  from UCAS predicting a rise of 46% in international undergraduate applicants, assessment will only become more important in years to come.Testing an applicant’s English proficiency is the first step in an international student’s journey. For many, assessing linguistic ability is a barrier – rather than a springboard to a new chapter. One of the key issues is logistical, as testing students in person excludes large numbers of people who cannot travel to nearby centres.But harnessing the potential of digital solutions can widen access to English language testing alongside in person testing. The potential for technology to power human supervision creates additional high-quality pathways for students, bring language testing to students wherever they may be.UNLOCKING THE BEST GLOBAL TALENT WITH TECHNOLOGYWith this in mind, we have invested significantly in our English Language Level Test (Oxford ELLT), integrating new, supportive technologies to enable students to take the tests online, widening access for all.From face biometrics and plagiarism checking software, to audio and screen-recording capabilities, technology upgrades coupled with interactions from human proctors enable students to securely take that test from anywhere. For example, we work with TrustID to ensure that the participant taking the Oxford ELLT proficiency test is the same person that is applying for the accreditation. Using TrustID’s Face Biometric software the candidate’s ‘selfie’ style photo taken upon registration, is matched to their identification documentation.Our human proctors are also supported by AI technology when analysing video feed, with software to monitor the participant’s posture shifts, eye movements and other behaviours. This capability flags irregularities to examiners so they can determine whether the participant could be using other devices or visual aids in the room, or whether someone else is helping them. As a matter of course, the recording of the test is also analysed to scan for irregularities before granting a result.However, not all students want to take English language tests virtually or have the tools at home to do so  .  That is why we also enable students to take the Oxford ELLT test at an approved test centre, with the same advanced technology built in – bringing high quality English language testing to students worldwide.NEW OPPORTUNITIESThanks to our roadmap of continuous enhancements and focus on student experience, we were recently awarded “Highly Commended” for ‘Digital Innovation of the Year” at the 2023 PIEoneer Award for our Oxford ELLT test platform.Our task in the years ahead is to continue to invest in new technologies, to unlock the potential for students and partner institutions alike. English is a global language and by widening access, we can provide the life-changing opportunities education brings for more people, wherever they may be. In a time of a growing market and increasing competition, we focus on remaining agile, incorporating digital transformations in a way that enhances the student experience and retains the trust...]]></itunes:summary><itunes:duration>245</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Skills are key to boundaryless careers</title><link>https://www.spreaker.com/episode/skills-are-key-to-boundaryless-careers--57455764</link><description><![CDATA[Lara Plaxton is CEO &amp; Co-founder at GotDis, an innovative recruitment and networking platform for emerging talent to connect equitably to established professionals and work opportunities. Currently working with universities having recently released a free psychometric tool for students and graduates to improve their employability.Boundaryless careers have been discussed in academia since at least 1994, when DeFillippi and Arthur wrote about  career competencies  in terms of know-why (identity, values and interests), know-how (knowledge, skills and abilities) and know-whom (intra-firm, inter-firm, professional and social). However, almost 30 years later, are universities ready for the skills-based approach organisations are moving towards?Many organisations are applying a skill-based approach across talent management practices whether that’s hiring, learning or progressing within the work environment. In an  article  by McKinsey, they discussed how companies are “moving beyond degrees and job titles to focus more on the skills a job requires and that a candidate possesses”. Not only does it help organisations to become more agile as they adapt to ever-changing markets, but it means a more diverse pool of candidates can be accessed through not using criteria such as qualification or university status. The other benefit for both employer and employee is the ability to match work opportunities to their employees’ skills rather than being bound by job titles, siloed functions or hierarchies.The increase in this trend is discussed in a recent Harvard Business Review  article  and can be seen through the amount of new digital internal talent marketplace platforms such as Gloat, Fuel50 and Paddle HR, who were recently acquired by LinkedIn. HR enterprise systems like Workday and Successfactors are creating their own skills ontologies so they can continually learn and adapt as the relevance of particular skills change over time. They also enable machine learning and AI to be applied to these skills databases to optimise upskilling and work allocation through making smart recommendations.Universities often still talk about careers in a linear way, promoting certain career paths based on an individual’s degree subject. As employers begin to remove degree requirements from their selection criteria, where does this leave graduates who have to adapt to recruitment requirements? Whilst this is welcome news for those who do not possess a degree, from our own research, we know students and graduates often find it hard to articulate their transferable skills. However, they have been actively gaining and improving skills obtained during university such as researching and analysing information, applying specific knowledge to their work or the social aspects of being in an academic environment, all of which are valuable to employers and can be applied to a multitude of roles.So, how can university careers services ensure they are increasing their students’ employability by preparing them for this emerging careers landscape? From our extensive research, we would recommend the following actions:HELP STUDENTS ARTICULATE DEGREES AS SKILLS GAINEDFrom our own experience, students and graduates will often break their degrees down into the modules they’ve done and the subject matter covered. However, this can often be hard for organisations to translate this information into value that can be applied to their needs. Skills are a universal language that crosses boundaries; whether that be workplace boundaries or academic boundaries such as faculties or degree subjects.From critical thinking to resilience, completing a degree requires a whole range of skills which graduates should be able to articulate to future employers. Helping students understand the skills they’ve gained from their degree will increase their employability. This insight should also be made available to prospective students choosing their degree subjects. Skills data will also help un...]]></description><guid isPermaLink="false">597wJV9R</guid><pubDate>Fri, 27 Oct 2023 08:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57455764/gr29kogpg41cdww7ctunuzowppwu52psqt5cfrhl.mp3" length="1803840" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea15483-b14e-44f6-ad34-07c7a4f3af24/4ea15483-b14e-44f6-ad34-07c7a4f3af24.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea15483-b14e-44f6-ad34-07c7a4f3af24/4ea15483-b14e-44f6-ad34-07c7a4f3af24.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ea15483-b14e-44f6-ad34-07c7a4f3af24/4ea15483-b14e-44f6-ad34-07c7a4f3af24.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Lara Plaxton is CEO &amp;amp; Co-founder at GotDis, an innovative recruitment and networking platform for emerging talent to connect equitably to established professionals and work opportunities. Currently working with universities having recently...</itunes:subtitle><itunes:summary><![CDATA[Lara Plaxton is CEO &amp; Co-founder at GotDis, an innovative recruitment and networking platform for emerging talent to connect equitably to established professionals and work opportunities. Currently working with universities having recently released a free psychometric tool for students and graduates to improve their employability.Boundaryless careers have been discussed in academia since at least 1994, when DeFillippi and Arthur wrote about  career competencies  in terms of know-why (identity, values and interests), know-how (knowledge, skills and abilities) and know-whom (intra-firm, inter-firm, professional and social). However, almost 30 years later, are universities ready for the skills-based approach organisations are moving towards?Many organisations are applying a skill-based approach across talent management practices whether that’s hiring, learning or progressing within the work environment. In an  article  by McKinsey, they discussed how companies are “moving beyond degrees and job titles to focus more on the skills a job requires and that a candidate possesses”. Not only does it help organisations to become more agile as they adapt to ever-changing markets, but it means a more diverse pool of candidates can be accessed through not using criteria such as qualification or university status. The other benefit for both employer and employee is the ability to match work opportunities to their employees’ skills rather than being bound by job titles, siloed functions or hierarchies.The increase in this trend is discussed in a recent Harvard Business Review  article  and can be seen through the amount of new digital internal talent marketplace platforms such as Gloat, Fuel50 and Paddle HR, who were recently acquired by LinkedIn. HR enterprise systems like Workday and Successfactors are creating their own skills ontologies so they can continually learn and adapt as the relevance of particular skills change over time. They also enable machine learning and AI to be applied to these skills databases to optimise upskilling and work allocation through making smart recommendations.Universities often still talk about careers in a linear way, promoting certain career paths based on an individual’s degree subject. As employers begin to remove degree requirements from their selection criteria, where does this leave graduates who have to adapt to recruitment requirements? Whilst this is welcome news for those who do not possess a degree, from our own research, we know students and graduates often find it hard to articulate their transferable skills. However, they have been actively gaining and improving skills obtained during university such as researching and analysing information, applying specific knowledge to their work or the social aspects of being in an academic environment, all of which are valuable to employers and can be applied to a multitude of roles.So, how can university careers services ensure they are increasing their students’ employability by preparing them for this emerging careers landscape? From our extensive research, we would recommend the following actions:HELP STUDENTS ARTICULATE DEGREES AS SKILLS GAINEDFrom our own experience, students and graduates will often break their degrees down into the modules they’ve done and the subject matter covered. However, this can often be hard for organisations to translate this information into value that can be applied to their needs. Skills are a universal language that crosses boundaries; whether that be workplace boundaries or academic boundaries such as faculties or degree subjects.From critical thinking to resilience, completing a degree requires a whole range of skills which graduates should be able to articulate to future employers. Helping students understand the skills they’ve gained from their degree will increase their employability. This insight should also be made available to prospective students choosing their degree subjects. Skills data will also...]]></itunes:summary><itunes:duration>451</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Making Sensible Recommendations on Apprenticeship Funding</title><link>https://www.spreaker.com/episode/making-sensible-recommendations-on-apprenticeship-funding--57397122</link><description><![CDATA[Making Sensible Recommendations on Apprenticeship FundingThe recent Institute of Fiscal Studies (IFS) report that grabs most attention concerns apprenticeship funding. However, ‘creative’ the recommendations may feel, any future government would be better to ensure stability in apprenticeship funding; not ‘radical, untested change’ such as those proposed by the IFS. This article looks at the pros and cons of the report’s proposals and explores why unspent Levy should not be used to support other forms of skills training.PROPOSED CHANGES TO APPRENTICESHIP SUBSIDIES IN IFS REPORTThe recommendation in the Institute of Fiscal Studies’ (IFS) recent report ‘  Investment in Training and Skills’  (published 12 October 2023)that will attract the most attention, concerns an apprenticeship  “uniform subsidy rate for all employers, set at a lower rate than the existing rates”  [1]  .  Levy paying employers and non-levy payers would, under the IFS proposals, receive a government ‘  subsidy  ’ of the same level but at a rate lower than that currently provided.The report offers no clues as to what such a rate would be. Non-levy paying employers would, however, receive less than the 95% government contribution that they currently receive and levy paying employers would be able to use less than the 110% of their levy payments that they can currently spend on Apprenticeships. IFS states:  “Perhaps the obvious way to free up funds for expanded subsidies is to lower the 95% and 110% subsidy rates.”  [2]SAVING ON APPRENTICESHIP SPENDSavings on apprenticeship spend, the IFS recommendation suggests, could then potentially be used to support other forms of training. UVAC would note that less is spent on apprenticeship training in England than is collected through the Apprenticeship Levy even after deductions for the devolved nations. An obvious question is why should such excess funds not be used to support other forms of training instead of reducing apprenticeship ‘subsidy’ rates?UNDER A SECTION TITLED  “WHAT ARE THE SUBSIDY RATES”  [3]  THE IFS STATES:“Levy-paying employers can access funding equal to 110% of the amount of the levy paid (i.e., the full costs and a 10% top-up).”  This statement is a little confusing as employers can only ever secure the actual cost of an apprenticeship up to the maximum funding band.“Non-levy-paying employers – and those who have exhausted their fund – receive a subsidy for 95% of the cost of apprenticeship training and must cover the remaining 5% of costs.”CHALLENGES AND IMPLICATIONS OF LEVY PAYMENTS FOR EMPLOYERSWhile it is theoretically possible, levy paying employers are highly unlikely to recover 110% of their levy payments. Most levy paying employers write off a substantial proportion of their Apprenticeship Levy payments. Such unused payments are perceived as being used, in part, to fund provision for smaller non-levy paying employers.Given that the vast majority of levy paying employers spend significantly less than 100% of their levy payments on apprenticeship provision, unless the percentage was reduced substantially only negligible savings would be secured. For employers committed to maximising the use and value of apprenticeships the IFS proposal is, however, potentially bad news.Take the NHS. The NHS aims to maximise the ‘recovery’ of the levy payments they make. According to the NHS Long Term Workforce Plan  [4]  , by 2030 one in six NHS staff will be recruited by the apprenticeship route in both clinical and non-clinical roles. The IFS needs to explain how their proposal fits in with such strategies where, encouraged by government, employers are planning to optimise use of their levy payments to deliver organisational objectives.IMPLICATIONS OF PROPOSED CHANGES TO APPRENTICESHIP FUNDINGIn other parts of the report the IFS highlights constant  “chopping and changing”  [5]  and the  “policy instability and inconsistency which have plagued the sector”  .  [6]  Proposals from the IFS for changes to appren...]]></description><guid isPermaLink="false">39DlJe91</guid><pubDate>Thu, 26 Oct 2023 14:23:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57397122/no6x5s0bateledggg7ptkftiithippywm5u05t0l.mp3" length="2743872" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dc6cdcd6-b486-4849-920e-f05c992232d3/dc6cdcd6-b486-4849-920e-f05c992232d3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dc6cdcd6-b486-4849-920e-f05c992232d3/dc6cdcd6-b486-4849-920e-f05c992232d3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dc6cdcd6-b486-4849-920e-f05c992232d3/dc6cdcd6-b486-4849-920e-f05c992232d3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Making Sensible Recommendations on Apprenticeship FundingThe recent Institute of Fiscal Studies (IFS) report that grabs most attention concerns apprenticeship funding. However, ‘creative’ the recommendations may feel, any future government would be...</itunes:subtitle><itunes:summary><![CDATA[Making Sensible Recommendations on Apprenticeship FundingThe recent Institute of Fiscal Studies (IFS) report that grabs most attention concerns apprenticeship funding. However, ‘creative’ the recommendations may feel, any future government would be better to ensure stability in apprenticeship funding; not ‘radical, untested change’ such as those proposed by the IFS. This article looks at the pros and cons of the report’s proposals and explores why unspent Levy should not be used to support other forms of skills training.PROPOSED CHANGES TO APPRENTICESHIP SUBSIDIES IN IFS REPORTThe recommendation in the Institute of Fiscal Studies’ (IFS) recent report ‘  Investment in Training and Skills’  (published 12 October 2023)that will attract the most attention, concerns an apprenticeship  “uniform subsidy rate for all employers, set at a lower rate than the existing rates”  [1]  .  Levy paying employers and non-levy payers would, under the IFS proposals, receive a government ‘  subsidy  ’ of the same level but at a rate lower than that currently provided.The report offers no clues as to what such a rate would be. Non-levy paying employers would, however, receive less than the 95% government contribution that they currently receive and levy paying employers would be able to use less than the 110% of their levy payments that they can currently spend on Apprenticeships. IFS states:  “Perhaps the obvious way to free up funds for expanded subsidies is to lower the 95% and 110% subsidy rates.”  [2]SAVING ON APPRENTICESHIP SPENDSavings on apprenticeship spend, the IFS recommendation suggests, could then potentially be used to support other forms of training. UVAC would note that less is spent on apprenticeship training in England than is collected through the Apprenticeship Levy even after deductions for the devolved nations. An obvious question is why should such excess funds not be used to support other forms of training instead of reducing apprenticeship ‘subsidy’ rates?UNDER A SECTION TITLED  “WHAT ARE THE SUBSIDY RATES”  [3]  THE IFS STATES:“Levy-paying employers can access funding equal to 110% of the amount of the levy paid (i.e., the full costs and a 10% top-up).”  This statement is a little confusing as employers can only ever secure the actual cost of an apprenticeship up to the maximum funding band.“Non-levy-paying employers – and those who have exhausted their fund – receive a subsidy for 95% of the cost of apprenticeship training and must cover the remaining 5% of costs.”CHALLENGES AND IMPLICATIONS OF LEVY PAYMENTS FOR EMPLOYERSWhile it is theoretically possible, levy paying employers are highly unlikely to recover 110% of their levy payments. Most levy paying employers write off a substantial proportion of their Apprenticeship Levy payments. Such unused payments are perceived as being used, in part, to fund provision for smaller non-levy paying employers.Given that the vast majority of levy paying employers spend significantly less than 100% of their levy payments on apprenticeship provision, unless the percentage was reduced substantially only negligible savings would be secured. For employers committed to maximising the use and value of apprenticeships the IFS proposal is, however, potentially bad news.Take the NHS. The NHS aims to maximise the ‘recovery’ of the levy payments they make. According to the NHS Long Term Workforce Plan  [4]  , by 2030 one in six NHS staff will be recruited by the apprenticeship route in both clinical and non-clinical roles. The IFS needs to explain how their proposal fits in with such strategies where, encouraged by government, employers are planning to optimise use of their levy payments to deliver organisational objectives.IMPLICATIONS OF PROPOSED CHANGES TO APPRENTICESHIP FUNDINGIn other parts of the report the IFS highlights constant  “chopping and changing”  [5]  and the  “policy instability and inconsistency which have plagued the sector”  .  [6]  Proposals from the IFS for changes to...]]></itunes:summary><itunes:duration>686</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Apprenticeships are failing as a vehicle for social mobility</title><link>https://www.spreaker.com/episode/apprenticeships-are-failing-as-a-vehicle-for-social-mobility--57397119</link><description><![CDATA[Apprenticeships are failing as a vehicle for social mobilityThere have been significant reforms to apprenticeships over the last decade. This includes the introduction of the Apprenticeship Levy in 2017, which was accompanied by a series of other policy changes, such as the move from Frameworks to Standards.Yet despite these reforms, the number of  starts for apprenticeships  has fallen dramatically since the levy was introduced, and the decline was further exacerbated by the pandemic. Alongside this, the profile of both apprenticeships and the learner taking them has changed to an extent that there are now serious concerns about their role as a  vehicle for social mobility  , particularly for disadvantaged young people.NUMBER AND COMPOSITIONThe introduction of the levy appears to have had a considerable impact on the number and composition of apprenticeships starts. There has been a marked decline since 2017/18, particularly during the Covid-19 pandemic (figures 1 and 2). The latest annual data released by the Department for Education (DfE) indicates that starts have not yet returned to their pre-pandemic levels. Importantly, the DfE data shows that starts over the last 12 months declined by 4% compared to 2021/22.Figure 1: Apprenticeship starts by level* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.Figure 1 shows that Intermediate level apprenticeships (Level 2) see the most rapid decline in 2022/23 (with a 17% drop from the previous year). Conversely, higher apprenticeships (Level 4 and above) starts increased by 6% so that by 2022/23 they accounted for around a third of all starts (34%). This is also reflected in the distribution of apprenticeship starts by age. For the 2022/23, those aged 25 and over accounted for 48% of all apprenticeship starts.Figure 2: Proportion of starts by age group* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.Moreover, 19-24 year olds have not benefited as much from the expansion of Higher apprenticeships. In 2022/23, those over 25 accounted for over two thirds (68%) of Higher and Degree apprenticeships. This is concerning, since apprenticeship starts are typically higher for younger age groups, and there are growing trends that entry to these higher-level apprenticeships are becoming  increasingly competitive  with older age groups more favoured as employers seek well-qualified and experienced candidates. In addition, the number of degree apprentices that are  disadvantaged  (based on free school meal eligibility) is even lower than for those entering university.Figure 3 demonstrates very clearly the year-on-year change in apprenticeship starts across both age group and apprenticeship. Intermediate and Advanced level apprenticeships show a decline across all age groups and years (apart from 2021/22, where the increase is compared to the previous year where starts were impacted by Covid-19). At the same time, Higher level apprenticeships show steady increases since 2015/16, particularly for those aged 25 and over.This is a worrying trend as young people tend to follow an apprenticeship “route” progressing from one level to the next as part of their further training whilst in employment”.So the shrinkage in opportunities at Level 2 could have a detrimental impact on numbers, especially disadvantaged young people, advancing to higher levels.Figure 3: Percentage Change by Age Group and Level* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.PLACE MATTERSWhat is of particular concern is the take-up of apprenticeships by deprivation level. In 2017/18, there were more Higher apprenticeship starts in more deprived areas than in less deprived areas. By 2022/23, this was more evenly distributed across all levels of local deprivation. This appears to have been driven by the com...]]></description><guid isPermaLink="false">nzlkAG9R</guid><pubDate>Thu, 26 Oct 2023 14:23:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57397119/mfbustcptmlix66vg6xorz90keir47dcnc9k8znd.mp3" length="1448448" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91900778-1c85-4e3d-9422-65d2b9014a71/91900778-1c85-4e3d-9422-65d2b9014a71.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91900778-1c85-4e3d-9422-65d2b9014a71/91900778-1c85-4e3d-9422-65d2b9014a71.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/91900778-1c85-4e3d-9422-65d2b9014a71/91900778-1c85-4e3d-9422-65d2b9014a71.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Apprenticeships are failing as a vehicle for social mobilityThere have been significant reforms to apprenticeships over the last decade. This includes the introduction of the Apprenticeship Levy in 2017, which was accompanied by a series of other...</itunes:subtitle><itunes:summary><![CDATA[Apprenticeships are failing as a vehicle for social mobilityThere have been significant reforms to apprenticeships over the last decade. This includes the introduction of the Apprenticeship Levy in 2017, which was accompanied by a series of other policy changes, such as the move from Frameworks to Standards.Yet despite these reforms, the number of  starts for apprenticeships  has fallen dramatically since the levy was introduced, and the decline was further exacerbated by the pandemic. Alongside this, the profile of both apprenticeships and the learner taking them has changed to an extent that there are now serious concerns about their role as a  vehicle for social mobility  , particularly for disadvantaged young people.NUMBER AND COMPOSITIONThe introduction of the levy appears to have had a considerable impact on the number and composition of apprenticeships starts. There has been a marked decline since 2017/18, particularly during the Covid-19 pandemic (figures 1 and 2). The latest annual data released by the Department for Education (DfE) indicates that starts have not yet returned to their pre-pandemic levels. Importantly, the DfE data shows that starts over the last 12 months declined by 4% compared to 2021/22.Figure 1: Apprenticeship starts by level* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.Figure 1 shows that Intermediate level apprenticeships (Level 2) see the most rapid decline in 2022/23 (with a 17% drop from the previous year). Conversely, higher apprenticeships (Level 4 and above) starts increased by 6% so that by 2022/23 they accounted for around a third of all starts (34%). This is also reflected in the distribution of apprenticeship starts by age. For the 2022/23, those aged 25 and over accounted for 48% of all apprenticeship starts.Figure 2: Proportion of starts by age group* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.Moreover, 19-24 year olds have not benefited as much from the expansion of Higher apprenticeships. In 2022/23, those over 25 accounted for over two thirds (68%) of Higher and Degree apprenticeships. This is concerning, since apprenticeship starts are typically higher for younger age groups, and there are growing trends that entry to these higher-level apprenticeships are becoming  increasingly competitive  with older age groups more favoured as employers seek well-qualified and experienced candidates. In addition, the number of degree apprentices that are  disadvantaged  (based on free school meal eligibility) is even lower than for those entering university.Figure 3 demonstrates very clearly the year-on-year change in apprenticeship starts across both age group and apprenticeship. Intermediate and Advanced level apprenticeships show a decline across all age groups and years (apart from 2021/22, where the increase is compared to the previous year where starts were impacted by Covid-19). At the same time, Higher level apprenticeships show steady increases since 2015/16, particularly for those aged 25 and over.This is a worrying trend as young people tend to follow an apprenticeship “route” progressing from one level to the next as part of their further training whilst in employment”.So the shrinkage in opportunities at Level 2 could have a detrimental impact on numbers, especially disadvantaged young people, advancing to higher levels.Figure 3: Percentage Change by Age Group and Level* Figures for 2022/23 are provisional and cover the full academic year. All other years are final, full academic year figures.PLACE MATTERSWhat is of particular concern is the take-up of apprenticeships by deprivation level. In 2017/18, there were more Higher apprenticeship starts in more deprived areas than in less deprived areas. By 2022/23, this was more evenly distributed across all levels of local deprivation. This appears to have been driven by the...]]></itunes:summary><itunes:duration>363</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Contextualised and Community-Oriented: Two C’s that are part of successful education inter</title><link>https://www.spreaker.com/episode/contextualised-and-community-oriented-two-c-s-that-are-part-of-successful-education-inter--57397118</link><description><![CDATA[Contextualised and Community-Oriented: Two C’s that are part of successful education interventionsWISE’s Niamh Whelan and Aurelio Amaral discuss the key steps in supporting impactful education projects that understand learner needs, build adapted and contextualised strategies and drive community-orientated collaboration.Understanding learners’ needs, crafting educational strategies adapted to those needs and leveraging the community to implement them are key ingredients of impactful education projects. Yet, in an attempt to expand to different countries and regions, innovators and social entrepreneurs might fall into the trap of “one-fits-all” types of solutions. This year’s six  WISE Awards  winning projects are good reminders that collaborative models with contextualised interventions make a difference in learning outcomes and are not a barrier to growth.Innovations highlighted in this year’s selection are impacting the lives of almost 30 million learners worldwide, those of whom are facing conflict and displacement, are in need of greater access to education, and more. In an era of polycrisis facing climate change, forced displacement, prevalence of social isolation and more, neoteric solutions to old- and new-age problems are ever needed.To push through such challenges, we have identified four key steps that can support projects in leveraging their own assets, specific to their contexts, to enhance teaching and learning within their communities, in the face of such problems to extend equity and  access to education.EMPOWER COMMUNITY MEMBERS AS CATALYSTS OF CHANGEAn article  in the Stanford Social Innovation Review acknowledges strengthening the capacity of a network and empowering community members as key actions to shaping neighbourhoods, and are key to sustaining community practice and integration.  Nature-Based Education Networks  by OpEPA offers spaces for integration and active collaboration between schools and local actors to appropriate green spaces and create nature-based learning communities in urban landscapes across Latin America. By leveraging school students and teachers as multipliers of good practices and ethical behaviour to tackle environmental and social challenges, the Network encourages stronger ties between local ministries, youth and public/private institutions to activate diverse learning communities alongside the appropriation of green spaces across cityscapes. In supporting community members as active voices of change, ensuring diverse representation amongst stakeholders can strengthen collaborative purpose and action.NaTakallam  is a second strong example of diversity amongst stakeholders. In designing solutions that cater to displaced populations in partnership with K-12 institutions, this project leverages technology to tackle the challenge of millions of highly educated displaced persons and their host communities without access to income. Pedagogically,  NaTakallam  supports learning processes by providing input from a native speaker to their language programs, facilitating communicative sessions, and providing students with exposure to a range of dialects, all through the narrative of the refugee community. By leveraging the personal experiences of refugee tutors that work with  NaTakallam  , this project builds a platform for diversity, equity and inclusion in education, placing the refugee community at the heart of their work.CREATE ALIGNMENT WITH GOVERNMENT AND INDUSTRY PRIORITIESA recent  UNESCO  GEM report on Technology in Education reports that only half of countries have standards for developing teacher ICT skills, with teachers often feeling unprepared and lacking confidence in teaching with technology. In response to this challenge,  Tekwill in Every School  , an initiative in Moldova, has designed a national public private partnership that works to equip both teachers and students with practical skills on subjects related to jobs of the future. Courses on coding, software developmen...]]></description><guid isPermaLink="false">5L3kJoL2</guid><pubDate>Thu, 26 Oct 2023 14:23:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57397118/qvpqi3iuwyaugct2lug5uscbwk68s2y7nqbxibuq.mp3" length="1720608" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4462c79f-5bba-4a73-8ebc-2c5a985cfecd/4462c79f-5bba-4a73-8ebc-2c5a985cfecd.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4462c79f-5bba-4a73-8ebc-2c5a985cfecd/4462c79f-5bba-4a73-8ebc-2c5a985cfecd.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4462c79f-5bba-4a73-8ebc-2c5a985cfecd/4462c79f-5bba-4a73-8ebc-2c5a985cfecd.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Contextualised and Community-Oriented: Two C’s that are part of successful education interventionsWISE’s Niamh Whelan and Aurelio Amaral discuss the key steps in supporting impactful education projects that understand learner needs, build adapted and...</itunes:subtitle><itunes:summary><![CDATA[Contextualised and Community-Oriented: Two C’s that are part of successful education interventionsWISE’s Niamh Whelan and Aurelio Amaral discuss the key steps in supporting impactful education projects that understand learner needs, build adapted and contextualised strategies and drive community-orientated collaboration.Understanding learners’ needs, crafting educational strategies adapted to those needs and leveraging the community to implement them are key ingredients of impactful education projects. Yet, in an attempt to expand to different countries and regions, innovators and social entrepreneurs might fall into the trap of “one-fits-all” types of solutions. This year’s six  WISE Awards  winning projects are good reminders that collaborative models with contextualised interventions make a difference in learning outcomes and are not a barrier to growth.Innovations highlighted in this year’s selection are impacting the lives of almost 30 million learners worldwide, those of whom are facing conflict and displacement, are in need of greater access to education, and more. In an era of polycrisis facing climate change, forced displacement, prevalence of social isolation and more, neoteric solutions to old- and new-age problems are ever needed.To push through such challenges, we have identified four key steps that can support projects in leveraging their own assets, specific to their contexts, to enhance teaching and learning within their communities, in the face of such problems to extend equity and  access to education.EMPOWER COMMUNITY MEMBERS AS CATALYSTS OF CHANGEAn article  in the Stanford Social Innovation Review acknowledges strengthening the capacity of a network and empowering community members as key actions to shaping neighbourhoods, and are key to sustaining community practice and integration.  Nature-Based Education Networks  by OpEPA offers spaces for integration and active collaboration between schools and local actors to appropriate green spaces and create nature-based learning communities in urban landscapes across Latin America. By leveraging school students and teachers as multipliers of good practices and ethical behaviour to tackle environmental and social challenges, the Network encourages stronger ties between local ministries, youth and public/private institutions to activate diverse learning communities alongside the appropriation of green spaces across cityscapes. In supporting community members as active voices of change, ensuring diverse representation amongst stakeholders can strengthen collaborative purpose and action.NaTakallam  is a second strong example of diversity amongst stakeholders. In designing solutions that cater to displaced populations in partnership with K-12 institutions, this project leverages technology to tackle the challenge of millions of highly educated displaced persons and their host communities without access to income. Pedagogically,  NaTakallam  supports learning processes by providing input from a native speaker to their language programs, facilitating communicative sessions, and providing students with exposure to a range of dialects, all through the narrative of the refugee community. By leveraging the personal experiences of refugee tutors that work with  NaTakallam  , this project builds a platform for diversity, equity and inclusion in education, placing the refugee community at the heart of their work.CREATE ALIGNMENT WITH GOVERNMENT AND INDUSTRY PRIORITIESA recent  UNESCO  GEM report on Technology in Education reports that only half of countries have standards for developing teacher ICT skills, with teachers often feeling unprepared and lacking confidence in teaching with technology. In response to this challenge,  Tekwill in Every School  , an initiative in Moldova, has designed a national public private partnership that works to equip both teachers and students with practical skills on subjects related to jobs of the future. Courses on coding, software...]]></itunes:summary><itunes:duration>431</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How The Language of Learning Can Transform Apprenticeship Delivery</title><link>https://www.spreaker.com/episode/how-the-language-of-learning-can-transform-apprenticeship-delivery--57397117</link><description><![CDATA[How The Language of Learning Can Transform Apprenticeship DeliveryJust as a skilled musician adapts their performance to their audience’s preferences, trainers must adapt their language to resonate with learners’ unique motivations.In the ever-evolving landscape of education and training, the concept of “one-size-fits-all” no longer holds sway. In today’s diverse learning environments, recognising and harnessing the unique motivations of each individual is key to fostering successful outcomes. The language we use, our choice of words and the benefits we highlight all play a pivotal role in motivating learners.Understanding and tailoring our approach to individual motivations can significantly impact retention rates, reduce the number of learners beyond planned end-date and ultimately lead to improved achievement rates. It is therefore important to understand the power of the language of learning and how it can transform apprenticeship delivery.PERSONALISED MOTIVATIONEveryone is different and so are their motivations for learning. Recognising and acknowledging these differences is essential to creating effective learning experiences. Just as a skilled musician adapts their performance to their audience’s preferences, educators and trainers must adapt their language to resonate with learners’ unique motivations.RECRUITERS’ ROLEThe journey to successful learning begins with recruitment. Recruiters have a critical role to play in understanding a learner’s motivation right from the start of their programme. By delving into the learner’s aspirations, interests and career goals, recruiters can gather valuable insights. Armed with this knowledge, educators can tailor their language to connect directly with what motivates the learner.ADAPTIVE TEACHINGSkilled educators possess a deep understanding of their respective fields. This expertise extends beyond the subject matter itself; it encompasses the language and concepts that resonate within a particular industry. These educators adapt their language, framing their teachings in a way that directly relates to the learner’s professional goals. This alignment between the learner’s objectives and the curriculum helps maintain engagement and enthusiasm throughout the learning journey.PROGRESS REVIEWProgress reviews are a crucial checkpoint in a learner’s educational journey. To ensure they are meaningful, it is vital to speak the learner’s language. Asking open-ended questions about their workplace experiences, challenges and aspirations allows educators and progress reviewers to gain insights into the learner’s mindset. It’s about active listening and picking up on cues that reveal the learner’s motivations.DRIVING ACHIEVEMENTThe language of learning is a powerful tool to boost motivation. When educators, progress reviewers and mentors speak the learner’s language, they inspire and ignite a sense of purpose. Learners who feel understood and supported in their educational journey are more likely to stay engaged, complete their programmes on time or even exceed their own expectations.REDUCING CASES OF OUT-OF-FUNDINGOne of the major challenges in education and training is the issue of out-of-funding cases or learners going beyond their planned end dates. Often these situations arise due to a lack of alignment between the learner’s goals and the programme’s structure. By listening attentively and understanding a learner’s or employer’s motivations, education providers can use the right language to drive quality and learner progress. This in turn can dramatically reduce the number of out-of-funding cases.CONCLUSIONThe language of learning is a potent tool that is too often underutilised. In an era where customisation and personalisation are highly valued, understanding and catering to individual motivations is crucial. By actively listening, adapting language and connecting with learners on a personal level, educators, recruiters and progress reviewers can significantly impact learner success ra...]]></description><guid isPermaLink="false">2L8OJ4z6</guid><pubDate>Thu, 26 Oct 2023 14:23:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57397117/jou58p6xca2v8crnb7dc9ivzch3ngfwfmixhnrer.mp3" length="987744" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/455c804e-4ccc-49b7-b52a-875ad49b6d0d/455c804e-4ccc-49b7-b52a-875ad49b6d0d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/455c804e-4ccc-49b7-b52a-875ad49b6d0d/455c804e-4ccc-49b7-b52a-875ad49b6d0d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/455c804e-4ccc-49b7-b52a-875ad49b6d0d/455c804e-4ccc-49b7-b52a-875ad49b6d0d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How The Language of Learning Can Transform Apprenticeship DeliveryJust as a skilled musician adapts their performance to their audience’s preferences, trainers must adapt their language to resonate with learners’ unique motivations.In the...</itunes:subtitle><itunes:summary><![CDATA[How The Language of Learning Can Transform Apprenticeship DeliveryJust as a skilled musician adapts their performance to their audience’s preferences, trainers must adapt their language to resonate with learners’ unique motivations.In the ever-evolving landscape of education and training, the concept of “one-size-fits-all” no longer holds sway. In today’s diverse learning environments, recognising and harnessing the unique motivations of each individual is key to fostering successful outcomes. The language we use, our choice of words and the benefits we highlight all play a pivotal role in motivating learners.Understanding and tailoring our approach to individual motivations can significantly impact retention rates, reduce the number of learners beyond planned end-date and ultimately lead to improved achievement rates. It is therefore important to understand the power of the language of learning and how it can transform apprenticeship delivery.PERSONALISED MOTIVATIONEveryone is different and so are their motivations for learning. Recognising and acknowledging these differences is essential to creating effective learning experiences. Just as a skilled musician adapts their performance to their audience’s preferences, educators and trainers must adapt their language to resonate with learners’ unique motivations.RECRUITERS’ ROLEThe journey to successful learning begins with recruitment. Recruiters have a critical role to play in understanding a learner’s motivation right from the start of their programme. By delving into the learner’s aspirations, interests and career goals, recruiters can gather valuable insights. Armed with this knowledge, educators can tailor their language to connect directly with what motivates the learner.ADAPTIVE TEACHINGSkilled educators possess a deep understanding of their respective fields. This expertise extends beyond the subject matter itself; it encompasses the language and concepts that resonate within a particular industry. These educators adapt their language, framing their teachings in a way that directly relates to the learner’s professional goals. This alignment between the learner’s objectives and the curriculum helps maintain engagement and enthusiasm throughout the learning journey.PROGRESS REVIEWProgress reviews are a crucial checkpoint in a learner’s educational journey. To ensure they are meaningful, it is vital to speak the learner’s language. Asking open-ended questions about their workplace experiences, challenges and aspirations allows educators and progress reviewers to gain insights into the learner’s mindset. It’s about active listening and picking up on cues that reveal the learner’s motivations.DRIVING ACHIEVEMENTThe language of learning is a powerful tool to boost motivation. When educators, progress reviewers and mentors speak the learner’s language, they inspire and ignite a sense of purpose. Learners who feel understood and supported in their educational journey are more likely to stay engaged, complete their programmes on time or even exceed their own expectations.REDUCING CASES OF OUT-OF-FUNDINGOne of the major challenges in education and training is the issue of out-of-funding cases or learners going beyond their planned end dates. Often these situations arise due to a lack of alignment between the learner’s goals and the programme’s structure. By listening attentively and understanding a learner’s or employer’s motivations, education providers can use the right language to drive quality and learner progress. This in turn can dramatically reduce the number of out-of-funding cases.CONCLUSIONThe language of learning is a potent tool that is too often underutilised. In an era where customisation and personalisation are highly valued, understanding and catering to individual motivations is crucial. By actively listening, adapting language and connecting with learners on a personal level, educators, recruiters and progress reviewers can significantly impact learner...]]></itunes:summary><itunes:duration>247</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Reflections on championing Inclusive Professionalism </title><link>https://www.spreaker.com/episode/reflections-on-championing-inclusive-professionalism--57377906</link><description><![CDATA[Reflections on championing Inclusive Professionalism Following a keynote address at AELP’s recent EDI Summit, Dr Vikki Smith, Executive Director of Education and Standards at Education and Training Foundation (ETF), shares her reflections on championing inclusive professionalism in the context of ETF’s commitment to Equity, Diversity, Inclusion and Belonging (EDIB) and its importance to the Further Education and Skills sector – especially to tutors and trainers who deliver a myriad of transformative opportunities to learners.The world of education, in its broadest sense, is undergoing a profound transformation, and our sector is no exception. As we find ourselves at the crossroads of this change, one common thread binds us all – our commitment to nurturing the talents and aspirations of every individual; be it the learners that we tutor and train or the dedicated professionals working within our organisation. Yet, as we navigate this journey, we must acknowledge that our sector faces several challenges on the road to inclusivity.UNMASKING DISPARITIES WITHIN THE SECTORIn the 2021/22 academic year, 11.1% of Further Education (FE) leaders identified as belonging to an ethnic minority group. Within this, only 3.4% identified as Asian or Asian British, and a mere 1.6% as Black or Black British. There are disparities in access to education, diverse learning needs, and evolving technologies. For example, in STEM-related apprenticeships, men outnumber women at a staggering 9:1 ratio. Also, individuals with learning difficulties or disabilities represent only 15.1% of those currently pursuing apprenticeships, raising questions about accessibility.Those who are Black, receive free school meals, have special educational needs, disabilities, are in the care system, or belong to Gypsy/Roma or Traveller communities face higher risks of exclusion and lower grades. Similarly, the prison system sees a disproportionate entry of individuals who are Black or have special educational needs or disabilities.These statistics serve as a stark reminder that we have much room for improvement, not solely in education but at every level of our society. We need a representative workforce and curriculum to enable us to thrive, but this begs the question of what is inclusive workforce development? To me, it is the unwavering belief that every individual, regardless of their background, abilities, or circumstances, deserves an equal opportunity to learn, progress and succeed. It’s about recognising the diversity within our ‘learning’ settings and workplaces and harnessing that diversity to create a stronger, more vibrant FE and Skills ecosystem.STRIVING TO BE INCLUSIVEAs we craft environments that embrace diversity and equality, we unlock the full potential of our staff and students, providing them the opportunity to not just succeed but to thrive. In doing so, we harness the richness of varied perspectives, equipping our learners with the essential skills they need to navigate the complexities of the modern world. But it goes beyond empowering; inclusivity creates a profound sense of belonging. It ensures that we do not leave anyone behind and that no voice goes unheard.Recently, ETF sponsored Tutor of the Year award at Festival of Learning. This year’s winner, Emma Iliffe, a tutor at City Lit, passionately spoke about breaking down barriers and strengthening bonds. Emma, who is deaf and was denied signed education as a child, is now a beacon of inspiration. Her driving force is the desire to support hearing students in learning and developing their own language skills. “When you learn BSL, you learn not only a language, but a whole culture,” says Emma. Her words capture the essence of what we should all be striving for in terms of inclusive workforce development and inclusive learning environments.To truly champion inclusivity, we must adopt a multifaceted approach. This includes providing ongoing training and opportunities for the training workforce a...]]></description><guid isPermaLink="false">q9Yj53ze</guid><pubDate>Wed, 25 Oct 2023 07:42:29 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57377906/p1fovb6mf81ge8swk24lphksuiqf3pacsvqvmiim.mp3" length="1405920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4/0ab5d125-d4a6-45b6-9e11-e0d8ad0302e4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Reflections on championing Inclusive Professionalism Following a keynote address at AELP’s recent EDI Summit, Dr Vikki Smith, Executive Director of Education and Standards at Education and Training Foundation (ETF), shares her reflections on...</itunes:subtitle><itunes:summary><![CDATA[Reflections on championing Inclusive Professionalism Following a keynote address at AELP’s recent EDI Summit, Dr Vikki Smith, Executive Director of Education and Standards at Education and Training Foundation (ETF), shares her reflections on championing inclusive professionalism in the context of ETF’s commitment to Equity, Diversity, Inclusion and Belonging (EDIB) and its importance to the Further Education and Skills sector – especially to tutors and trainers who deliver a myriad of transformative opportunities to learners.The world of education, in its broadest sense, is undergoing a profound transformation, and our sector is no exception. As we find ourselves at the crossroads of this change, one common thread binds us all – our commitment to nurturing the talents and aspirations of every individual; be it the learners that we tutor and train or the dedicated professionals working within our organisation. Yet, as we navigate this journey, we must acknowledge that our sector faces several challenges on the road to inclusivity.UNMASKING DISPARITIES WITHIN THE SECTORIn the 2021/22 academic year, 11.1% of Further Education (FE) leaders identified as belonging to an ethnic minority group. Within this, only 3.4% identified as Asian or Asian British, and a mere 1.6% as Black or Black British. There are disparities in access to education, diverse learning needs, and evolving technologies. For example, in STEM-related apprenticeships, men outnumber women at a staggering 9:1 ratio. Also, individuals with learning difficulties or disabilities represent only 15.1% of those currently pursuing apprenticeships, raising questions about accessibility.Those who are Black, receive free school meals, have special educational needs, disabilities, are in the care system, or belong to Gypsy/Roma or Traveller communities face higher risks of exclusion and lower grades. Similarly, the prison system sees a disproportionate entry of individuals who are Black or have special educational needs or disabilities.These statistics serve as a stark reminder that we have much room for improvement, not solely in education but at every level of our society. We need a representative workforce and curriculum to enable us to thrive, but this begs the question of what is inclusive workforce development? To me, it is the unwavering belief that every individual, regardless of their background, abilities, or circumstances, deserves an equal opportunity to learn, progress and succeed. It’s about recognising the diversity within our ‘learning’ settings and workplaces and harnessing that diversity to create a stronger, more vibrant FE and Skills ecosystem.STRIVING TO BE INCLUSIVEAs we craft environments that embrace diversity and equality, we unlock the full potential of our staff and students, providing them the opportunity to not just succeed but to thrive. In doing so, we harness the richness of varied perspectives, equipping our learners with the essential skills they need to navigate the complexities of the modern world. But it goes beyond empowering; inclusivity creates a profound sense of belonging. It ensures that we do not leave anyone behind and that no voice goes unheard.Recently, ETF sponsored Tutor of the Year award at Festival of Learning. This year’s winner, Emma Iliffe, a tutor at City Lit, passionately spoke about breaking down barriers and strengthening bonds. Emma, who is deaf and was denied signed education as a child, is now a beacon of inspiration. Her driving force is the desire to support hearing students in learning and developing their own language skills. “When you learn BSL, you learn not only a language, but a whole culture,” says Emma. Her words capture the essence of what we should all be striving for in terms of inclusive workforce development and inclusive learning environments.To truly champion inclusivity, we must adopt a multifaceted approach. This includes providing ongoing training and opportunities for the training workforce a...]]></itunes:summary><itunes:duration>352</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Education and Business the Driving Forces behind Equity in the Workplace</title><link>https://www.spreaker.com/episode/education-and-business-the-driving-forces-behind-equity-in-the-workplace--57377905</link><description><![CDATA[Education and Business the Driving Forces behind Equity in the WorkplaceRecruiting and retaining talented staff is one of the biggest challenges facing businesses at the moment. Our survey data shows that this challenge is a more pressing concern than energy prices, taxes, or red tape. Filling skills gaps will require collaboration between business and education to ensure that everyone, regardless of their background, is equipped with the skills they need to thrive in the workplace.IS STRIVING FOR EQUITY IN THE WORKPLACE THE RESPONSIBILITY OF EMPLOYERS AND OUR BUSINESS COMMUNITY?There is much discussion and debate on how businesses can do more to implement and embed workable equity, diversity, and inclusion measures to ensure that employees are treated fairly at work. Such measures are important for both fair progression and wider business growth; research by McKinsey found a clear correlation between companies’ gender and ethnic diversity and profitability, concluding that diversity is a source of competitive advantage and a key enabler of growth  [1]  . But the appetite for diverse talent can be most effectively achieved through the power of education.Attracting diverse talent is an important topic across the education and business communities. Diverse talent refers to employees or employee pools coming from different (or underrepresented) social or cultural backgrounds.SO, HOW CAN EDUCATION AND BUSINESS COMMUNITIES WORK TOGETHER TO ACHIEVE A DIVERSE WORKPLACE THAT IS SKILLED AT THE APPROPRIATE LEVEL?The following are some key measures that employers can embed into their working environment to retain diverse talent:1  Empowering employees. This is a very good measure to motivate all employees that they are part of an organisation’s wider decision-making process.2  Lifelong Education and Training Schemes for all employees to sustain a workforce with broad perspectives3  Effective and inclusive recruitment policies to attract diverse talent from the on-set4  Underpinning decisions with employee satisfaction dataHowever, recruiting and retaining talented staff is one of the biggest challenges facing businesses at the moment. Our survey data shows that this challenge is a more pressing concern than energy prices, taxes, or red tape. Filling skills gaps will require collaboration between business and education to ensure that everyone, regardless of their background, is equipped with the skills they need to thrive in the workplace.Education plays a critical role in equipping students with the skills and knowledge they need to thrive in the workplace. The education sector has the power to create the critical building blocks of students’ character, behaviours, and confidence. Education can instil skills like critical thinking, empathy, and an ability to make evidence-based decisions, all of which are essential skills for the modern workplace.These employability skills are a key determinant of success in the workplace, but as the education system has become increasingly geared towards meeting accountability measures which prioritise exam results, is there a risk that these skills will fall by the wayside? And what does this mean for students from disadvantaged backgrounds, who are less likely to have access to the kinds of extracurricular activities outside of school which help to develop these skills?As well as developing employability skills through the K12 education system, ongoing learning and development are crucial in helping people to adapt to a rapidly changing and diverse modern workplace. Skills-based learning programmes, courses, and qualifications can equip employees with the skills and knowledge they’ll need to build an inclusive, diverse culture in the workplace.There is also evidence that embedding inclusion into education delivery itself helps to equip students with the skills they need to thrive in a diverse workplace. According to the American Council on Education,  “…  diversity in their student bodies, faculties,...]]></description><guid isPermaLink="false">ExvRmPxk</guid><pubDate>Wed, 25 Oct 2023 07:42:29 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57377905/djkhntu3kmorlds0kbegtv0vncesevhwqvhd5ba5.mp3" length="1620192" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c/ebdc85bb-7bf6-4b25-a4d4-ab8140d06f0c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Education and Business the Driving Forces behind Equity in the WorkplaceRecruiting and retaining talented staff is one of the biggest challenges facing businesses at the moment. Our survey data shows that this challenge is a more pressing concern than...</itunes:subtitle><itunes:summary><![CDATA[Education and Business the Driving Forces behind Equity in the WorkplaceRecruiting and retaining talented staff is one of the biggest challenges facing businesses at the moment. Our survey data shows that this challenge is a more pressing concern than energy prices, taxes, or red tape. Filling skills gaps will require collaboration between business and education to ensure that everyone, regardless of their background, is equipped with the skills they need to thrive in the workplace.IS STRIVING FOR EQUITY IN THE WORKPLACE THE RESPONSIBILITY OF EMPLOYERS AND OUR BUSINESS COMMUNITY?There is much discussion and debate on how businesses can do more to implement and embed workable equity, diversity, and inclusion measures to ensure that employees are treated fairly at work. Such measures are important for both fair progression and wider business growth; research by McKinsey found a clear correlation between companies’ gender and ethnic diversity and profitability, concluding that diversity is a source of competitive advantage and a key enabler of growth  [1]  . But the appetite for diverse talent can be most effectively achieved through the power of education.Attracting diverse talent is an important topic across the education and business communities. Diverse talent refers to employees or employee pools coming from different (or underrepresented) social or cultural backgrounds.SO, HOW CAN EDUCATION AND BUSINESS COMMUNITIES WORK TOGETHER TO ACHIEVE A DIVERSE WORKPLACE THAT IS SKILLED AT THE APPROPRIATE LEVEL?The following are some key measures that employers can embed into their working environment to retain diverse talent:1  Empowering employees. This is a very good measure to motivate all employees that they are part of an organisation’s wider decision-making process.2  Lifelong Education and Training Schemes for all employees to sustain a workforce with broad perspectives3  Effective and inclusive recruitment policies to attract diverse talent from the on-set4  Underpinning decisions with employee satisfaction dataHowever, recruiting and retaining talented staff is one of the biggest challenges facing businesses at the moment. Our survey data shows that this challenge is a more pressing concern than energy prices, taxes, or red tape. Filling skills gaps will require collaboration between business and education to ensure that everyone, regardless of their background, is equipped with the skills they need to thrive in the workplace.Education plays a critical role in equipping students with the skills and knowledge they need to thrive in the workplace. The education sector has the power to create the critical building blocks of students’ character, behaviours, and confidence. Education can instil skills like critical thinking, empathy, and an ability to make evidence-based decisions, all of which are essential skills for the modern workplace.These employability skills are a key determinant of success in the workplace, but as the education system has become increasingly geared towards meeting accountability measures which prioritise exam results, is there a risk that these skills will fall by the wayside? And what does this mean for students from disadvantaged backgrounds, who are less likely to have access to the kinds of extracurricular activities outside of school which help to develop these skills?As well as developing employability skills through the K12 education system, ongoing learning and development are crucial in helping people to adapt to a rapidly changing and diverse modern workplace. Skills-based learning programmes, courses, and qualifications can equip employees with the skills and knowledge they’ll need to build an inclusive, diverse culture in the workplace.There is also evidence that embedding inclusion into education delivery itself helps to equip students with the skills they need to thrive in a diverse workplace. According to the American Council on Education,  “…  diversity in their student bodies,...]]></itunes:summary><itunes:duration>406</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Ensuring we have the digital workforce of the future</title><link>https://www.spreaker.com/episode/ensuring-we-have-the-digital-workforce-of-the-future--57377904</link><description><![CDATA[Ensuring we have the digital workforce of the futureAs part of NCFE’s spotlight report on digital skills, James Lane, Sector Manager for Digital, Creative and Design, explores how we can create the digital workforce of the future.The digital sector is one of the fastest growing in the economy, but that rapid expansion is inextricably connected with an increasing skills gap.There are a number of reasons for this growth, with one being the rapid pace of technological change. New technologies are emerging all the time, and businesses need to be able to adapt to these changes to stay competitive. This means they need employees with the skills to use these new technologies.Another reason for the skills gap is the increasing complexity of digital technologies. As they become more complex, they require more specialised skills to use them effectively. This results in a growing demand for highly skilled digital professionals.The skills gap is also being exacerbated by the fact that there’s already a shortage of qualified digital professionals in the workforce. This is due to several factors, including the availability of digital skills programmes.If we look at cyber security, for example, a  2022 workforce study  highlighted an estimated shortage of 3.43 million cyber security professionals globally, up 25% from 2021, with demand continuing to outpace the supply of talent.The same report highlighted that the global workforce needs to grow by 65% in order to defend organisations from online threats effectively.WHAT NEEDS TO CHANGE?A number of things need to happen to close the skills gap in the digital sector. One is that businesses should invest in training their employees on new technologies to ensure they have the skills they need .We also need to see a continued focus on integration of these skills within other subjects. Having the ability to write code is no longer something that exclusively sits in the proverbial lap of a developer – we are all coders (albeit to varying degrees and applications).Knowing how to script something could more progressively be seen as a tool of automation and can be applied to varying careers and pathways. Changing this focus will help to ensure that there is a pipeline of qualified digital professionals coming into the workforce.Finally, government needs to create policies that support the development of the digital workforce. This could include things like providing financial incentives for businesses to train their employees on new technologies.One such policy is the launch of the cyber security occupational specialism this year, that will form part of the Digital T Level. The qualification is aimed at 16- to 19-year-olds and equivalent to three A Levels – with a focus on developing technical and vocational skills through a mix of classroom-based learning and an industry placement.I believe this represents an outstanding opportunity to attract a younger and more diverse workforce into the industry and create a talent pipeline. With a work placement forming a significant part of the qualification students will have the chance to experience the cyber security workplace first-hand.HOLDING BACK INNOVATIONThe digital skills gap is having a significant impact on the sector and beyond. Businesses are struggling to find qualified employees, and this is impacting their ability to grow and innovate as well as having a negative impact on the economy as a whole.Employers from across the digital sector are welcome to reach out to me and my team here at NCFE to work collaboratively with us. Our network brings together businesses, educational providers, and government agencies to share information and best practice on digital skills.On a practical level, businesses can partner with us to develop custom training programmes for their employees. They can also offer tuition reimbursement programmes to encourage employees to take further education courses.By taking these steps, we can help to ensure that the digital wor...]]></description><guid isPermaLink="false">axyN6D9K</guid><pubDate>Wed, 25 Oct 2023 07:42:29 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57377904/rc8h85fjo0wbmhddnddvpa7fqcgfxoqvhva68t9k.mp3" length="1082496" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec898c9d-8a11-40d7-a2b9-ca1a857c922f/ec898c9d-8a11-40d7-a2b9-ca1a857c922f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec898c9d-8a11-40d7-a2b9-ca1a857c922f/ec898c9d-8a11-40d7-a2b9-ca1a857c922f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec898c9d-8a11-40d7-a2b9-ca1a857c922f/ec898c9d-8a11-40d7-a2b9-ca1a857c922f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ensuring we have the digital workforce of the futureAs part of NCFE’s spotlight report on digital skills, James Lane, Sector Manager for Digital, Creative and Design, explores how we can create the digital workforce of the future.The digital sector is...</itunes:subtitle><itunes:summary><![CDATA[Ensuring we have the digital workforce of the futureAs part of NCFE’s spotlight report on digital skills, James Lane, Sector Manager for Digital, Creative and Design, explores how we can create the digital workforce of the future.The digital sector is one of the fastest growing in the economy, but that rapid expansion is inextricably connected with an increasing skills gap.There are a number of reasons for this growth, with one being the rapid pace of technological change. New technologies are emerging all the time, and businesses need to be able to adapt to these changes to stay competitive. This means they need employees with the skills to use these new technologies.Another reason for the skills gap is the increasing complexity of digital technologies. As they become more complex, they require more specialised skills to use them effectively. This results in a growing demand for highly skilled digital professionals.The skills gap is also being exacerbated by the fact that there’s already a shortage of qualified digital professionals in the workforce. This is due to several factors, including the availability of digital skills programmes.If we look at cyber security, for example, a  2022 workforce study  highlighted an estimated shortage of 3.43 million cyber security professionals globally, up 25% from 2021, with demand continuing to outpace the supply of talent.The same report highlighted that the global workforce needs to grow by 65% in order to defend organisations from online threats effectively.WHAT NEEDS TO CHANGE?A number of things need to happen to close the skills gap in the digital sector. One is that businesses should invest in training their employees on new technologies to ensure they have the skills they need .We also need to see a continued focus on integration of these skills within other subjects. Having the ability to write code is no longer something that exclusively sits in the proverbial lap of a developer – we are all coders (albeit to varying degrees and applications).Knowing how to script something could more progressively be seen as a tool of automation and can be applied to varying careers and pathways. Changing this focus will help to ensure that there is a pipeline of qualified digital professionals coming into the workforce.Finally, government needs to create policies that support the development of the digital workforce. This could include things like providing financial incentives for businesses to train their employees on new technologies.One such policy is the launch of the cyber security occupational specialism this year, that will form part of the Digital T Level. The qualification is aimed at 16- to 19-year-olds and equivalent to three A Levels – with a focus on developing technical and vocational skills through a mix of classroom-based learning and an industry placement.I believe this represents an outstanding opportunity to attract a younger and more diverse workforce into the industry and create a talent pipeline. With a work placement forming a significant part of the qualification students will have the chance to experience the cyber security workplace first-hand.HOLDING BACK INNOVATIONThe digital skills gap is having a significant impact on the sector and beyond. Businesses are struggling to find qualified employees, and this is impacting their ability to grow and innovate as well as having a negative impact on the economy as a whole.Employers from across the digital sector are welcome to reach out to me and my team here at NCFE to work collaboratively with us. Our network brings together businesses, educational providers, and government agencies to share information and best practice on digital skills.On a practical level, businesses can partner with us to develop custom training programmes for their employees. They can also offer tuition reimbursement programmes to encourage employees to take further education courses.By taking these steps, we can help to ensure that the digital...]]></itunes:summary><itunes:duration>271</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Leader Wellbeing</title><link>https://www.spreaker.com/episode/leader-wellbeing--57351628</link><description><![CDATA[Leader WellbeingThe statistics are stark – according to Education Support’s ‘Teacher Wellbeing Index 2022’, 61% of FE staff ‘had actively sought to change or leave their current job’ with staff burnout cited as the major contributor. If leaders are to help turn this around, they must ensure they take care of their own wellbeing first – only then will they be capable of supporting the wellbeing of others.The stress level of many leaders is often extremely high – excessive workload and unrealistic expectations continue to be part of the system – and it’s a real challenge to effectively help staff and colleagues, in the midst of this struggle. Just as the pre-flight safety announcement instructs passengers to –  adjust their own oxygen mask before helping others with theirs  – to be effective, leaders must consider their own wellbeing first, to ensure they have the capacity to consistently support their team.Often, the greatest source of stress is the amount of work to be done in the time available – or lack of it. Although this is often referred to as time management, in truth it’s impossible to ‘manage’ time. A better approach is to consider how you manage yourself and your energy.The demand and impact on energy levels changes throughout the day, depending on workload, student behaviour, colleagues, satisfaction levels, deadlines, lack of flexibility and more. Recognising and understanding energy ‘supply and demand’ and its impact, can improve wellbeing and performance. People have different energy levels and respond differently to what is happening – so having a clear plan is key.Four intelligence’s or factors affect our energy levels:-  Body – Physical Intelligence/Quotient (PQ),  at the most basic level this provides the quantity of energy, which is dependent on hydration, food, fitness (exercise) and sleep-  Emotion – Emotional Intelligence/Quotient (EQ),  is the quality of energy you have – energy levels are impacted when a person feels sad, annoyed, frustrated, or kind, happy and fulfilled.-  Mind – Intelligent Quotient (IQ),  provides focus – being guided by a plan and prioritising work increases productivity-  Spirit – Spiritual Intelligence/Quotient (SQ),  gives energy its power – having a clear vision or purpose helps to overcome challenges and deliver outcomes.By changing our behaviours and actions, we can maintain a balance across these energies. Here are five tips to help leaders better manage their energy:DON’T MAKE EMAILS THE FIRST THING YOU DO EACH DAYSwitching on and hitting send/receive is likely to sabotageyour schedule. Instead of following your agenda, your focus may be scattered (Mind) and you run the risk of generating wasted energy (Emotion), such as anger, disappointment, frustration or feeling overwhelmed as you read through your inbox.Start by completing your most important task(s) first. What tasks will have the greatest impact for yourself and others and what you are trying to achieve? Then move to the next most important. Sometimes these may be small wins finished in limited time – but by keeping focus, whatever the rest of the day brings, these have already been completed – providing a boost. Begin with high impact tasks that use low energy and try and complete each one before moving on.PLAN YOUR AVAILABILITYChunk tasks and key actions together as much as possible, and block out time to avoid interruptions, as these add significantly to task completion time. It’s important to be available for staff but plan your availability and share the schedule. When the door is closed, you should only be called upon in an emergency.ENSURE YOU HAVE BREAKSWhile this is not always easy, even short breaks will improve motivation and performance. Make time to disengage from the challenges of the day – walk, listen to music, have a conversation, read, or just switch tasks. If you cover to ensure others have breaks, take time later. Being constantly engaged throughout the day is not sustainable.FOCUS ON WHAT YOU CAN...]]></description><guid isPermaLink="false">Q92O1vzY</guid><pubDate>Mon, 23 Oct 2023 08:22:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57351628/e0wvdv7zpmrgiqg6iiykaj38gwosey677e36mkk0.mp3" length="1200672" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/58350b40-2c03-4fed-88b7-31ce56d33cff/58350b40-2c03-4fed-88b7-31ce56d33cff.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/58350b40-2c03-4fed-88b7-31ce56d33cff/58350b40-2c03-4fed-88b7-31ce56d33cff.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/58350b40-2c03-4fed-88b7-31ce56d33cff/58350b40-2c03-4fed-88b7-31ce56d33cff.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Leader WellbeingThe statistics are stark – according to Education Support’s ‘Teacher Wellbeing Index 2022’, 61% of FE staff ‘had actively sought to change or leave their current job’ with staff burnout cited as the major contributor. If leaders are to...</itunes:subtitle><itunes:summary><![CDATA[Leader WellbeingThe statistics are stark – according to Education Support’s ‘Teacher Wellbeing Index 2022’, 61% of FE staff ‘had actively sought to change or leave their current job’ with staff burnout cited as the major contributor. If leaders are to help turn this around, they must ensure they take care of their own wellbeing first – only then will they be capable of supporting the wellbeing of others.The stress level of many leaders is often extremely high – excessive workload and unrealistic expectations continue to be part of the system – and it’s a real challenge to effectively help staff and colleagues, in the midst of this struggle. Just as the pre-flight safety announcement instructs passengers to –  adjust their own oxygen mask before helping others with theirs  – to be effective, leaders must consider their own wellbeing first, to ensure they have the capacity to consistently support their team.Often, the greatest source of stress is the amount of work to be done in the time available – or lack of it. Although this is often referred to as time management, in truth it’s impossible to ‘manage’ time. A better approach is to consider how you manage yourself and your energy.The demand and impact on energy levels changes throughout the day, depending on workload, student behaviour, colleagues, satisfaction levels, deadlines, lack of flexibility and more. Recognising and understanding energy ‘supply and demand’ and its impact, can improve wellbeing and performance. People have different energy levels and respond differently to what is happening – so having a clear plan is key.Four intelligence’s or factors affect our energy levels:-  Body – Physical Intelligence/Quotient (PQ),  at the most basic level this provides the quantity of energy, which is dependent on hydration, food, fitness (exercise) and sleep-  Emotion – Emotional Intelligence/Quotient (EQ),  is the quality of energy you have – energy levels are impacted when a person feels sad, annoyed, frustrated, or kind, happy and fulfilled.-  Mind – Intelligent Quotient (IQ),  provides focus – being guided by a plan and prioritising work increases productivity-  Spirit – Spiritual Intelligence/Quotient (SQ),  gives energy its power – having a clear vision or purpose helps to overcome challenges and deliver outcomes.By changing our behaviours and actions, we can maintain a balance across these energies. Here are five tips to help leaders better manage their energy:DON’T MAKE EMAILS THE FIRST THING YOU DO EACH DAYSwitching on and hitting send/receive is likely to sabotageyour schedule. Instead of following your agenda, your focus may be scattered (Mind) and you run the risk of generating wasted energy (Emotion), such as anger, disappointment, frustration or feeling overwhelmed as you read through your inbox.Start by completing your most important task(s) first. What tasks will have the greatest impact for yourself and others and what you are trying to achieve? Then move to the next most important. Sometimes these may be small wins finished in limited time – but by keeping focus, whatever the rest of the day brings, these have already been completed – providing a boost. Begin with high impact tasks that use low energy and try and complete each one before moving on.PLAN YOUR AVAILABILITYChunk tasks and key actions together as much as possible, and block out time to avoid interruptions, as these add significantly to task completion time. It’s important to be available for staff but plan your availability and share the schedule. When the door is closed, you should only be called upon in an emergency.ENSURE YOU HAVE BREAKSWhile this is not always easy, even short breaks will improve motivation and performance. Make time to disengage from the challenges of the day – walk, listen to music, have a conversation, read, or just switch tasks. If you cover to ensure others have breaks, take time later. Being constantly engaged throughout the day is not sustainable.FOCUS ON WHAT YOU...]]></itunes:summary><itunes:duration>301</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Data: The answer to overcoming impossible financial decisions</title><link>https://www.spreaker.com/episode/data-the-answer-to-overcoming-impossible-financial-decisions--57317280</link><description><![CDATA[Data: The answer to overcoming impossible financial decisionsIn this article, Simon discusses how education leaders don’t have to face impossible financial decisions alone. Instead, they should harness data to get a complete, real-time picture of their trust or school in order to budget effectively and avoid sacrificing spend.Across the education sector, financial pressures are severe, wide-ranging and in constant flux. From  staff pay  , to catering and estates management costs – budgets are increasingly hard to plan and review.Adding even greater difficulty, recent demographic changes have resulted in falling pupil numbers in many areas, leading to a subsequent drop in funding. At the same time, pupils with special educational needs and disabilities (SEND) have  increased significantly, reaching 1.5m in the UK  .With the cost of supporting SEND and high need pupils (47%), staff pay costs (60%) and infrastructure costs (46%) being  the top challenges boards report  facing when setting a balanced budget, there’s no doubt leaders are faced with impossible decisions to make on where to cut costs. However, through harnessing data and taking full advantage of the resources a trust or school already has, MATs, SATs and local authority schools can budget effectively without having to sacrifice spend or support.WEATHER THE FINANCIAL STORM WITH DATAThere is real, growing concern over the provision for children with special educational needs after  new figures revealed  some SEND children had been without a school placement for more than a year. The shortage of SEND qualified teachers is exacerbating the struggles of the SEND system with rising need and years of underfunding.When making difficult decisions on a budget, an accurate, real-time picture of the organisation and its needs is essential. To get this, MAT leaders and educators need one central platform which collates all of the data generated across a school and Trust in real-time. Critically, this Management Information System (MIS) needs to make it easy to interrogate all of the data so leaders can make better informed decisions.One path to alleviate the pressure faced around SEND decisions is to better analyse where qualified teachers are placed across local communities and trusts. Armed with this data, leaders can redistribute vital staff to work across various sites – helping to plug gaps and get SEND students back to school.MATs are uniquely positioned to weather the financial storm thanks to their General Annual Grant funding. Leaders should look at inventive ways to pool resources to help keep costs down, while still offering best-in-class services. Through better analysis of available data, funding can be distributed across Trusts, dependent on schools’ specific needs, such as increased demand for SEND qualified teachers and support staff.Equally, rather than purchasing individual utilities or technologies school-by-school, bulk purchasing can help keep costs down. And an added benefit is they will interoperate across the entire portfolio of sites, increasing security and efficiencies across the trust. Centralising systems like HR and payroll is another way costs can be kept down and processes simplified.TAKE FULL ADVANTAGE OF EXISTING RESOURCESWhile SATs and local authority schools may not have the resources that MATs do to combat these financial challenges, they do have their own unique strengths which can be leveraged. Headteachers will have a thorough understanding of individual issues – such as those students who need SEND support – and so can work with staff on budgets accordingly.Harnessing technology which centralises all data about the school in one place can provide educators with a clearer understanding of which assets are fully or only partly utilised. This can spark some thinking outside of the box which can help maximise income generation to help offset other more costly, but essential, areas of spend. Consider renting out halls for large-scale events suc...]]></description><guid isPermaLink="false">gxZw5e9k</guid><pubDate>Fri, 20 Oct 2023 08:22:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57317280/pphzugtrytbtunuhvczb5pmoxnlo1huuzxor6kzw.mp3" length="1115424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7110195-6570-4f10-b96a-71fe01e3f91c/d7110195-6570-4f10-b96a-71fe01e3f91c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7110195-6570-4f10-b96a-71fe01e3f91c/d7110195-6570-4f10-b96a-71fe01e3f91c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7110195-6570-4f10-b96a-71fe01e3f91c/d7110195-6570-4f10-b96a-71fe01e3f91c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Data: The answer to overcoming impossible financial decisionsIn this article, Simon discusses how education leaders don’t have to face impossible financial decisions alone. Instead, they should harness data to get a complete, real-time picture of...</itunes:subtitle><itunes:summary><![CDATA[Data: The answer to overcoming impossible financial decisionsIn this article, Simon discusses how education leaders don’t have to face impossible financial decisions alone. Instead, they should harness data to get a complete, real-time picture of their trust or school in order to budget effectively and avoid sacrificing spend.Across the education sector, financial pressures are severe, wide-ranging and in constant flux. From  staff pay  , to catering and estates management costs – budgets are increasingly hard to plan and review.Adding even greater difficulty, recent demographic changes have resulted in falling pupil numbers in many areas, leading to a subsequent drop in funding. At the same time, pupils with special educational needs and disabilities (SEND) have  increased significantly, reaching 1.5m in the UK  .With the cost of supporting SEND and high need pupils (47%), staff pay costs (60%) and infrastructure costs (46%) being  the top challenges boards report  facing when setting a balanced budget, there’s no doubt leaders are faced with impossible decisions to make on where to cut costs. However, through harnessing data and taking full advantage of the resources a trust or school already has, MATs, SATs and local authority schools can budget effectively without having to sacrifice spend or support.WEATHER THE FINANCIAL STORM WITH DATAThere is real, growing concern over the provision for children with special educational needs after  new figures revealed  some SEND children had been without a school placement for more than a year. The shortage of SEND qualified teachers is exacerbating the struggles of the SEND system with rising need and years of underfunding.When making difficult decisions on a budget, an accurate, real-time picture of the organisation and its needs is essential. To get this, MAT leaders and educators need one central platform which collates all of the data generated across a school and Trust in real-time. Critically, this Management Information System (MIS) needs to make it easy to interrogate all of the data so leaders can make better informed decisions.One path to alleviate the pressure faced around SEND decisions is to better analyse where qualified teachers are placed across local communities and trusts. Armed with this data, leaders can redistribute vital staff to work across various sites – helping to plug gaps and get SEND students back to school.MATs are uniquely positioned to weather the financial storm thanks to their General Annual Grant funding. Leaders should look at inventive ways to pool resources to help keep costs down, while still offering best-in-class services. Through better analysis of available data, funding can be distributed across Trusts, dependent on schools’ specific needs, such as increased demand for SEND qualified teachers and support staff.Equally, rather than purchasing individual utilities or technologies school-by-school, bulk purchasing can help keep costs down. And an added benefit is they will interoperate across the entire portfolio of sites, increasing security and efficiencies across the trust. Centralising systems like HR and payroll is another way costs can be kept down and processes simplified.TAKE FULL ADVANTAGE OF EXISTING RESOURCESWhile SATs and local authority schools may not have the resources that MATs do to combat these financial challenges, they do have their own unique strengths which can be leveraged. Headteachers will have a thorough understanding of individual issues – such as those students who need SEND support – and so can work with staff on budgets accordingly.Harnessing technology which centralises all data about the school in one place can provide educators with a clearer understanding of which assets are fully or only partly utilised. This can spark some thinking outside of the box which can help maximise income generation to help offset other more costly, but essential, areas of spend. Consider renting out halls for large-scale events...]]></itunes:summary><itunes:duration>279</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Digital Credentials and Blockchain: Transforming the FE Landscape</title><link>https://www.spreaker.com/episode/digital-credentials-and-blockchain-transforming-the-fe-landscape--57301759</link><description><![CDATA[Digital Credentials and Blockchain: Transforming the FE LandscapeThis article explores how digital credentials and blockchain technology have the potential to reshape the Further Education (FE) landscape. It explains how blockchain’s decentralised and immutable nature can enhance the security, transparency, and trustworthiness of digital credentials, as well as address challenges such as fraud and credential forgery. Furthermore, it discusses the emerging trends and initiatives that use blockchain for creating robust digital credentialing ecosystems, paving the way for a future where learners can securely own and share their educational achievements.The rise of blockchain technology has created new possibilities and innovations for various industries, and the Further Education (FE) sector is no exception. When combined with  digit  al credentials  , blockchain can revolutionise the way educational achievements are stored, shared, and verified, building a credentialing ecosystem that is both more transparent and more secure.PROMOTING SECURITY AND TRANSPARENCY OF SKILLS AND ACHIEVEMENTS WITH BLOCKCHAINTwo key priorities for digital credentials are security and transparency. Providers, employers and learners all need to be able to confirm that the credentials they’re seeing have exactly the right details and that they can’t be interfered with. A benefit of blockchain technology in this context is its decentralised nature. Traditional credentialing systems rely on centralised authorities to issue and verify certificates, and these can be susceptible to fraud and tampering. Blockchain eliminates the need for a central authority by distributing the verification process across a network of computers, known as nodes.Each node maintains a copy of the blockchain, which contains a record of all transactions and credentials. This decentralised approach improves the security and trustworthiness of digital credentials, since any attempt to manipulate or forge a credential would require tampering with multiple copies of the blockchain simultaneously, making it virtually impossible to alter records without detection.A LIFETIME OF SKILLS – DIGITALLY STOREDOnce a credential is recorded on the blockchain, it becomes a permanent and unchangeable entry in the ledger and it cannot be changed or deleted without authorisation, further ensuring the integrity of digital credentials. Employers and educational institutions can be confident in the validity of any credential by accessing the blockchain, eliminating doubts about the legitimacy of a candidate’s qualifications.Blockchain also allows learners to have greater control and ownership over their digital credentials. Traditional credentials are often scattered across various institutions and platforms, making it difficult for learners to compile a comprehensive record of their achievements. With blockchain-based credentialing systems, learners can securely store their credentials in a digital wallet, which they can access and control. This gives them the ability to selectively share their credentials with potential employers or educational institutions, offering privacy and control over their personal data while still letting them share proof of their qualifications.THE IMPACT OF BLOCKCHAIN ON FURTHER EDUCATIONThe opportunity created for digital credentials by using blockchain is already being explored. For example, some educational institutions are partnering with blockchain platforms to issue digital credentials that are anchored to the blockchain and can be instantly verified to prove authenticity. In addition, platforms are now emerging which allow for the creation of full credentialing ecosystems that let learners store and share all their credentials securely, often including extra features like skills validation and reputation systems which help to get even more value from digital credentials.As the adoption of blockchain technology continues to grow, educational institutions and stakeholders...]]></description><guid isPermaLink="false">VLeW5r9G</guid><pubDate>Thu, 19 Oct 2023 08:22:05 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57301759/pydb2pgp0fp3zwvoutatetzg4wvbbdkz7w1pfxtl.mp3" length="1172256" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/57d4c987-662f-4d45-9212-a4a3732e8a72/57d4c987-662f-4d45-9212-a4a3732e8a72.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/57d4c987-662f-4d45-9212-a4a3732e8a72/57d4c987-662f-4d45-9212-a4a3732e8a72.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/57d4c987-662f-4d45-9212-a4a3732e8a72/57d4c987-662f-4d45-9212-a4a3732e8a72.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Digital Credentials and Blockchain: Transforming the FE LandscapeThis article explores how digital credentials and blockchain technology have the potential to reshape the Further Education (FE) landscape. It explains how blockchain’s decentralised and...</itunes:subtitle><itunes:summary><![CDATA[Digital Credentials and Blockchain: Transforming the FE LandscapeThis article explores how digital credentials and blockchain technology have the potential to reshape the Further Education (FE) landscape. It explains how blockchain’s decentralised and immutable nature can enhance the security, transparency, and trustworthiness of digital credentials, as well as address challenges such as fraud and credential forgery. Furthermore, it discusses the emerging trends and initiatives that use blockchain for creating robust digital credentialing ecosystems, paving the way for a future where learners can securely own and share their educational achievements.The rise of blockchain technology has created new possibilities and innovations for various industries, and the Further Education (FE) sector is no exception. When combined with  digit  al credentials  , blockchain can revolutionise the way educational achievements are stored, shared, and verified, building a credentialing ecosystem that is both more transparent and more secure.PROMOTING SECURITY AND TRANSPARENCY OF SKILLS AND ACHIEVEMENTS WITH BLOCKCHAINTwo key priorities for digital credentials are security and transparency. Providers, employers and learners all need to be able to confirm that the credentials they’re seeing have exactly the right details and that they can’t be interfered with. A benefit of blockchain technology in this context is its decentralised nature. Traditional credentialing systems rely on centralised authorities to issue and verify certificates, and these can be susceptible to fraud and tampering. Blockchain eliminates the need for a central authority by distributing the verification process across a network of computers, known as nodes.Each node maintains a copy of the blockchain, which contains a record of all transactions and credentials. This decentralised approach improves the security and trustworthiness of digital credentials, since any attempt to manipulate or forge a credential would require tampering with multiple copies of the blockchain simultaneously, making it virtually impossible to alter records without detection.A LIFETIME OF SKILLS – DIGITALLY STOREDOnce a credential is recorded on the blockchain, it becomes a permanent and unchangeable entry in the ledger and it cannot be changed or deleted without authorisation, further ensuring the integrity of digital credentials. Employers and educational institutions can be confident in the validity of any credential by accessing the blockchain, eliminating doubts about the legitimacy of a candidate’s qualifications.Blockchain also allows learners to have greater control and ownership over their digital credentials. Traditional credentials are often scattered across various institutions and platforms, making it difficult for learners to compile a comprehensive record of their achievements. With blockchain-based credentialing systems, learners can securely store their credentials in a digital wallet, which they can access and control. This gives them the ability to selectively share their credentials with potential employers or educational institutions, offering privacy and control over their personal data while still letting them share proof of their qualifications.THE IMPACT OF BLOCKCHAIN ON FURTHER EDUCATIONThe opportunity created for digital credentials by using blockchain is already being explored. For example, some educational institutions are partnering with blockchain platforms to issue digital credentials that are anchored to the blockchain and can be instantly verified to prove authenticity. In addition, platforms are now emerging which allow for the creation of full credentialing ecosystems that let learners store and share all their credentials securely, often including extra features like skills validation and reputation systems which help to get even more value from digital credentials.As the adoption of blockchain technology continues to grow, educational institutions and...]]></itunes:summary><itunes:duration>294</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Art, Algorithms, and Creative Decline: Not Enough STEAM-Power For Educational Reform</title><link>https://www.spreaker.com/episode/art-algorithms-and-creative-decline-not-enough-steam-power-for-educational-reform--57301758</link><description><![CDATA[Art, Algorithms, and Creative Decline: Not Enough STEAM-Power For Educational ReformIn this article we’ll look at the long-term decline of creativity in education, just at a time when employers are going to value those ‘human’ attributes even more.IMPACT OF AI ON EDUCATIONIn the preceding articles in this series, we saw that creativity is perhaps the single most important and unique trait of being a human and how it is essential, because of mental health benefits and future employment requirements, that creativity permeates education and is not squeezed out of the timetable and, indeed, students!However, notwithstanding that essential need, will creativity now work its way up the educational agenda?HUMANS BEING UNDER THREAT FROM TECHNOLOGY IS NOT A NEW PHENOMENONSocially, economically and technologically, our world has been transformed over history, frequently and  repeatedly  accompanied by widespread panic-stricken predictions of a Wellsian dystopian  future  and ‘the robots are  coming  ’.In the  Victorian  era there were major concerns over the impact on human interactions due to the advent of the telegraph, then in the 1950s there were similar worries about addiction to television and this has been followed by warnings about the world-wide-web….  social media  ….. smartphones and now………AI: IT DOES MORE THAN JUST PASS EXAMSThe threats  feel  more powerful and pertinent today as the impact of  AI  will be  pervasive  , decimating many sectors and associated jobs, especially those which require repetition and data-based decision-making, because that’s what computers excel at. With the advances in AI, some  commentators  believe we have reached a turning point in our intellectual history as a species. ChatGPT can now interact with humans just like a human, in a conversational way, even  speaking  : challenging incorrect premises, admitting mistakes and rejecting inappropriate requests. For example, AI has the incredible capacity to support students beyond mere fact-finding and we have reached the point where good, and dare I say, plausible, essays and exam answers can be  formulated  and generated by the tech….in superspeedy time. OpenAI  claims  that GPT-4 can beat 90% of candidates in the bar exam and 88% of candidates in the Law School Admission Test in the US. These are exams which require cogitation. So, who will be able to tell the difference between a human and technology?The  Turing Test  is now under threat.Answers to some difficult questions are required: Why are we setting exams when this is something that AI can beat most of us at? Shouldn’t we instead be learning how to use the tech better and how to contribute in ways that augment the contribution of technology?“BEING CREATIVE IS ESSENTIAL TO US, IT’S ESSENTIAL TO OUR ECONOMY”This quote is from Ken Robinson, who we mentioned in the second article; he bemoaned the decline and lack of creativity in education in his fabulous, most-highly-viewed  TED talk  in history. His engaging presentation called ‘Do schools kill creativity?’ was based on the strategy report ‘All Our Futures’, which he had written for the Government. In it, he criticised education in the UK for too much ‘  conformity’  and ‘  standardisation’  , explaining how creativity and the arts have a lower academic status in schools and yet are so important.Another vocal critic is Python John Cleese who claims that he is ‘  depressed  ’ by the fact that creativity, ‘  a subject of such enormous importance is not widely spoken about by teachers’  , exemplified by his ironic lament that he was never told he had a creative streak at school.Did anyone tell you that you might have had a creative streak?THE FIGURES BEHIND THE DECLINEThere has been a steady, consistent decline in the arts and creative subjects in academic curricula. This is reflected in the state sector by budget  cuts  and, as a result, there is less access for young people to orchestras, art studios,  theatre  etc. According to the Guardian, t...]]></description><guid isPermaLink="false">VxGMP5zW</guid><pubDate>Thu, 19 Oct 2023 08:22:05 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57301758/c4wazrvlsxuoirij3v8ozszffm9lk6vndkfpozt1.mp3" length="3193056" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2e06a559-be93-445b-9efa-3722cda67c2d/2e06a559-be93-445b-9efa-3722cda67c2d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2e06a559-be93-445b-9efa-3722cda67c2d/2e06a559-be93-445b-9efa-3722cda67c2d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2e06a559-be93-445b-9efa-3722cda67c2d/2e06a559-be93-445b-9efa-3722cda67c2d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Art, Algorithms, and Creative Decline: Not Enough STEAM-Power For Educational ReformIn this article we’ll look at the long-term decline of creativity in education, just at a time when employers are going to value those ‘human’ attributes even...</itunes:subtitle><itunes:summary><![CDATA[Art, Algorithms, and Creative Decline: Not Enough STEAM-Power For Educational ReformIn this article we’ll look at the long-term decline of creativity in education, just at a time when employers are going to value those ‘human’ attributes even more.IMPACT OF AI ON EDUCATIONIn the preceding articles in this series, we saw that creativity is perhaps the single most important and unique trait of being a human and how it is essential, because of mental health benefits and future employment requirements, that creativity permeates education and is not squeezed out of the timetable and, indeed, students!However, notwithstanding that essential need, will creativity now work its way up the educational agenda?HUMANS BEING UNDER THREAT FROM TECHNOLOGY IS NOT A NEW PHENOMENONSocially, economically and technologically, our world has been transformed over history, frequently and  repeatedly  accompanied by widespread panic-stricken predictions of a Wellsian dystopian  future  and ‘the robots are  coming  ’.In the  Victorian  era there were major concerns over the impact on human interactions due to the advent of the telegraph, then in the 1950s there were similar worries about addiction to television and this has been followed by warnings about the world-wide-web….  social media  ….. smartphones and now………AI: IT DOES MORE THAN JUST PASS EXAMSThe threats  feel  more powerful and pertinent today as the impact of  AI  will be  pervasive  , decimating many sectors and associated jobs, especially those which require repetition and data-based decision-making, because that’s what computers excel at. With the advances in AI, some  commentators  believe we have reached a turning point in our intellectual history as a species. ChatGPT can now interact with humans just like a human, in a conversational way, even  speaking  : challenging incorrect premises, admitting mistakes and rejecting inappropriate requests. For example, AI has the incredible capacity to support students beyond mere fact-finding and we have reached the point where good, and dare I say, plausible, essays and exam answers can be  formulated  and generated by the tech….in superspeedy time. OpenAI  claims  that GPT-4 can beat 90% of candidates in the bar exam and 88% of candidates in the Law School Admission Test in the US. These are exams which require cogitation. So, who will be able to tell the difference between a human and technology?The  Turing Test  is now under threat.Answers to some difficult questions are required: Why are we setting exams when this is something that AI can beat most of us at? Shouldn’t we instead be learning how to use the tech better and how to contribute in ways that augment the contribution of technology?“BEING CREATIVE IS ESSENTIAL TO US, IT’S ESSENTIAL TO OUR ECONOMY”This quote is from Ken Robinson, who we mentioned in the second article; he bemoaned the decline and lack of creativity in education in his fabulous, most-highly-viewed  TED talk  in history. His engaging presentation called ‘Do schools kill creativity?’ was based on the strategy report ‘All Our Futures’, which he had written for the Government. In it, he criticised education in the UK for too much ‘  conformity’  and ‘  standardisation’  , explaining how creativity and the arts have a lower academic status in schools and yet are so important.Another vocal critic is Python John Cleese who claims that he is ‘  depressed  ’ by the fact that creativity, ‘  a subject of such enormous importance is not widely spoken about by teachers’  , exemplified by his ironic lament that he was never told he had a creative streak at school.Did anyone tell you that you might have had a creative streak?THE FIGURES BEHIND THE DECLINEThere has been a steady, consistent decline in the arts and creative subjects in academic curricula. This is reflected in the state sector by budget  cuts  and, as a result, there is less access for young people to orchestras, art studios,  theatre  etc. According to the...]]></itunes:summary><itunes:duration>799</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How the cost-of-living crisis is shifting UK socioeconomics</title><link>https://www.spreaker.com/episode/how-the-cost-of-living-crisis-is-shifting-uk-socioeconomics--57287422</link><description><![CDATA[How the cost-of-living crisis is shifting UK socioeconomicsWhile the cost-of-living crisis is undoubtedly affecting mental health, it is also prompting behavioural changes – in both positive and negative ways. This article explores how this is influencing socio-economic statuses, as the choices between higher education and apprenticeships become based on our resource needs.Objective socioeconomic status is traditionally  defined  by our access to material and social dimensions: income, education and occupation. Education has long been linked to beneficial economic outcomes, as it often has a  direct impact  on a person’s occupation and income levels.Our income establishes our access to desired services, including material goods or pleasant experiences, for example. It has also been  linked  with a broad array of psychological variables, including social trust, personality and prosocial tendencies. There is increasing evidence to support the view that our perceptions of our positioning in the socioeconomic hierarchy, as a result of our income, have a strong impact on our personal health and wellbeing.All three factors affecting our socioeconomic positioning – income, education and occupation – were heavily impacted by the pandemic. People lost their jobs, others were placed on furlough, education faced immense disruption, and many were struggling with adverse health effects from contracting Covid. Then came the current cost-of-living crisis, which resulted in further strain on our finances, our standard of living and our mental health.With all three factors affected by the pandemic, our society and our standard of living have altered. What is important to us has shifted, the nation’s happiness has taken a hit, and the long-term impact of inflation has undoubtedly  impacted  consumer behaviour and decisions for the future.THE PSYCHOLOGICAL IMPACT OF FINANCIAL STRAINThe psychological influence of a financial crisis on consumers is significant. For example, the 2008 financial crash led consumers to question their beliefs and attitudes towards purchasing, which resulted in a  direct impact  on consumer spending, declining savings and increased risk aversion.With tough economic climates often most heavily impacting low-income individuals, due to the cost of basic necessities, such as healthcare, housing and education rising disproportionately to wages, income equality becomes stronger. This means there emerges a wider wealth gap between the rich and the poor, which sees a greater divide between socioeconomic classes.These income inequalities and socioeconomic disparities bring significant psychological effects, as people in lower socioeconomic positions are much more likely to experience increased mental health issues. To tackle this, the government has introduced measures to increase the minimum wage and improve social safety nets, with affordable housing initiatives and support with energy bills.While the cost-of-living crisis has had a big impact on consumer behaviour and mental health, it also has the potential to fundamentally alter the way our socioeconomic systems operate due to widening opportunities.THE PART EDUCATION PLAYSWe know that during financial crises, people tend to become more cautious with their spending. In the past, economic uncertainty, job losses and declining incomes led to a decrease in discretionary spending, as individuals prioritised essential needs and focused on saving money. This often means that those who may want to progress into higher education, may choose not to, as they would prefer to earn than spend money on education.But given the nature of our society and how integrated technology is, there are now new options available. People can now work while studying remotely online, as they don’t need to travel to university. We are also seeing some educational institutions offering mature students payment plans to ensure that they can manage course payments. Some places offer bitesize courses or appre...]]></description><guid isPermaLink="false">5zqMQOzQ</guid><pubDate>Wed, 18 Oct 2023 10:22:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57287422/pucyynzbwxqqyrxypvprolyzbqctghvjewymhull.mp3" length="1452288" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33ddd49d-d987-4d8c-a05c-601e97988553/33ddd49d-d987-4d8c-a05c-601e97988553.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33ddd49d-d987-4d8c-a05c-601e97988553/33ddd49d-d987-4d8c-a05c-601e97988553.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33ddd49d-d987-4d8c-a05c-601e97988553/33ddd49d-d987-4d8c-a05c-601e97988553.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How the cost-of-living crisis is shifting UK socioeconomicsWhile the cost-of-living crisis is undoubtedly affecting mental health, it is also prompting behavioural changes – in both positive and negative ways. This article explores how this is...</itunes:subtitle><itunes:summary><![CDATA[How the cost-of-living crisis is shifting UK socioeconomicsWhile the cost-of-living crisis is undoubtedly affecting mental health, it is also prompting behavioural changes – in both positive and negative ways. This article explores how this is influencing socio-economic statuses, as the choices between higher education and apprenticeships become based on our resource needs.Objective socioeconomic status is traditionally  defined  by our access to material and social dimensions: income, education and occupation. Education has long been linked to beneficial economic outcomes, as it often has a  direct impact  on a person’s occupation and income levels.Our income establishes our access to desired services, including material goods or pleasant experiences, for example. It has also been  linked  with a broad array of psychological variables, including social trust, personality and prosocial tendencies. There is increasing evidence to support the view that our perceptions of our positioning in the socioeconomic hierarchy, as a result of our income, have a strong impact on our personal health and wellbeing.All three factors affecting our socioeconomic positioning – income, education and occupation – were heavily impacted by the pandemic. People lost their jobs, others were placed on furlough, education faced immense disruption, and many were struggling with adverse health effects from contracting Covid. Then came the current cost-of-living crisis, which resulted in further strain on our finances, our standard of living and our mental health.With all three factors affected by the pandemic, our society and our standard of living have altered. What is important to us has shifted, the nation’s happiness has taken a hit, and the long-term impact of inflation has undoubtedly  impacted  consumer behaviour and decisions for the future.THE PSYCHOLOGICAL IMPACT OF FINANCIAL STRAINThe psychological influence of a financial crisis on consumers is significant. For example, the 2008 financial crash led consumers to question their beliefs and attitudes towards purchasing, which resulted in a  direct impact  on consumer spending, declining savings and increased risk aversion.With tough economic climates often most heavily impacting low-income individuals, due to the cost of basic necessities, such as healthcare, housing and education rising disproportionately to wages, income equality becomes stronger. This means there emerges a wider wealth gap between the rich and the poor, which sees a greater divide between socioeconomic classes.These income inequalities and socioeconomic disparities bring significant psychological effects, as people in lower socioeconomic positions are much more likely to experience increased mental health issues. To tackle this, the government has introduced measures to increase the minimum wage and improve social safety nets, with affordable housing initiatives and support with energy bills.While the cost-of-living crisis has had a big impact on consumer behaviour and mental health, it also has the potential to fundamentally alter the way our socioeconomic systems operate due to widening opportunities.THE PART EDUCATION PLAYSWe know that during financial crises, people tend to become more cautious with their spending. In the past, economic uncertainty, job losses and declining incomes led to a decrease in discretionary spending, as individuals prioritised essential needs and focused on saving money. This often means that those who may want to progress into higher education, may choose not to, as they would prefer to earn than spend money on education.But given the nature of our society and how integrated technology is, there are now new options available. People can now work while studying remotely online, as they don’t need to travel to university. We are also seeing some educational institutions offering mature students payment plans to ensure that they can manage course payments. Some places offer bitesize courses or...]]></itunes:summary><itunes:duration>364</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Transforming prison education</title><link>https://www.spreaker.com/episode/transforming-prison-education--57287421</link><description><![CDATA[Transforming prison educationPrisoners who get a job on release are less likely to reoffend. That’s why HMPPS is transforming prison education to give prisoners the skills for employment when they leave custody.His Majesty’s Prison and Probation Service (HMPPS) is transforming education in prisons to equip prisoners with the skills and training they need to get a job on release, which has a proven link with reducing reoffending rates. Mandy Huggins, Head of Education, Skills and Work at HMP Elmley, tells us more.OUR PRISON POPULATION HAS SOME OF THE LOWEST LEVELS OF MATHS AND ENGLISHIt may not be entirely surprising to learn that our prison population has some of the lowest levels of maths and English, with over 60% at or below the level expected of an eleven-year-old. It’s also no wonder that prisoners typically report negative experiences of school, a truth borne out by statistics which tell us over 40% of prisoners have been permanently excluded from school-age education at one time or another.Figures also show that those who participate in any form of education while in custody have a reoffending rate that is 9 percentage points lower than their peers who do not, and an increased likelihood of getting a job on release. That’s why in HMPPS we’re committed to delivering a quality education service that changes lives and improves outcomes.We are improving prisoner education with a transformed Prisoner Education Service (PES) which aims to improve the numeracy and literacy of prisoners and support their participation in learning. The new service will bring together classroom learning and work-based skills to improve prisoners’ employability and provide them with the skills, knowledge and qualifications that will help them prepare for life and work on release.NEW HEAD OF EDUCATION, SKILLS AND WORK LEADERSHIP ROLE HAS BEEN INTRODUCEDAs part of the reform a new Head of Education, Skills and Work leadership role has been introduced into the prison leadership structure. All those appointed to the role are education specialists with a wealth of experience in education leadership, able to advise prison governors on the design and delivery of a quality education curriculum.I am proud to say I was among the first recruits to the role which was initially trialled in selected prison sites last year. Having seen first-hand the difference we can make I am delighted that the role has now been rolled out nationally across the prison estate.I became a Head of Education, Skills and Work to help raise the profile of education within prisons and give people access to opportunities they might not have had previously.EMPLOYMENT NEEDS TO BE PRIORITISEDIf we are serious about reducing reoffending then employment, and helping people gain the education and skills they need to get a job when they are released, need to be prioritised. Just like my counterparts across the prison estate, I’ve worked with my team to look at the needs of our prisoner cohort and make sure our curriculum offers them the best opportunities to progress. We’ve seen a rise in the numbers attending learning with some who have never engaged with education before turning up with a desire to better themselves and improve their future outcomes.The new Prisoner Education Service will provide people in custody with a tailored learner pathway from the moment they arrive. Prison is about rehabilitation and that means equipping people with the tools to live independent and crime free lives on release. That journey starts straight away.THE ULTIMATE GOAL IS FOR EVERYONE’S LEARNING PATHWAY TO LEAD TO EMPLOYMENTThe ultimate goal is for everyone’s learning pathway to lead to employment when they leave custody. We have strong links with employers and work with them to understand the skills they are looking for, as well as gaps in the labour market so we can prepare people with the right skills and training.It’s an amazing feeling when someone leaves custody with a job offer and to see the sense...]]></description><guid isPermaLink="false">Zxn5qWLj</guid><pubDate>Wed, 18 Oct 2023 10:22:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57287421/ghpumifvdqkzyqqkx9bskrsnsx4b3xyuzl8yv3bi.mp3" length="1044576" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da4de1b4-4227-4f67-aa20-4786dc0f15cc/da4de1b4-4227-4f67-aa20-4786dc0f15cc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da4de1b4-4227-4f67-aa20-4786dc0f15cc/da4de1b4-4227-4f67-aa20-4786dc0f15cc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/da4de1b4-4227-4f67-aa20-4786dc0f15cc/da4de1b4-4227-4f67-aa20-4786dc0f15cc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Transforming prison educationPrisoners who get a job on release are less likely to reoffend. That’s why HMPPS is transforming prison education to give prisoners the skills for employment when they leave custody.His Majesty’s Prison and Probation...</itunes:subtitle><itunes:summary><![CDATA[Transforming prison educationPrisoners who get a job on release are less likely to reoffend. That’s why HMPPS is transforming prison education to give prisoners the skills for employment when they leave custody.His Majesty’s Prison and Probation Service (HMPPS) is transforming education in prisons to equip prisoners with the skills and training they need to get a job on release, which has a proven link with reducing reoffending rates. Mandy Huggins, Head of Education, Skills and Work at HMP Elmley, tells us more.OUR PRISON POPULATION HAS SOME OF THE LOWEST LEVELS OF MATHS AND ENGLISHIt may not be entirely surprising to learn that our prison population has some of the lowest levels of maths and English, with over 60% at or below the level expected of an eleven-year-old. It’s also no wonder that prisoners typically report negative experiences of school, a truth borne out by statistics which tell us over 40% of prisoners have been permanently excluded from school-age education at one time or another.Figures also show that those who participate in any form of education while in custody have a reoffending rate that is 9 percentage points lower than their peers who do not, and an increased likelihood of getting a job on release. That’s why in HMPPS we’re committed to delivering a quality education service that changes lives and improves outcomes.We are improving prisoner education with a transformed Prisoner Education Service (PES) which aims to improve the numeracy and literacy of prisoners and support their participation in learning. The new service will bring together classroom learning and work-based skills to improve prisoners’ employability and provide them with the skills, knowledge and qualifications that will help them prepare for life and work on release.NEW HEAD OF EDUCATION, SKILLS AND WORK LEADERSHIP ROLE HAS BEEN INTRODUCEDAs part of the reform a new Head of Education, Skills and Work leadership role has been introduced into the prison leadership structure. All those appointed to the role are education specialists with a wealth of experience in education leadership, able to advise prison governors on the design and delivery of a quality education curriculum.I am proud to say I was among the first recruits to the role which was initially trialled in selected prison sites last year. Having seen first-hand the difference we can make I am delighted that the role has now been rolled out nationally across the prison estate.I became a Head of Education, Skills and Work to help raise the profile of education within prisons and give people access to opportunities they might not have had previously.EMPLOYMENT NEEDS TO BE PRIORITISEDIf we are serious about reducing reoffending then employment, and helping people gain the education and skills they need to get a job when they are released, need to be prioritised. Just like my counterparts across the prison estate, I’ve worked with my team to look at the needs of our prisoner cohort and make sure our curriculum offers them the best opportunities to progress. We’ve seen a rise in the numbers attending learning with some who have never engaged with education before turning up with a desire to better themselves and improve their future outcomes.The new Prisoner Education Service will provide people in custody with a tailored learner pathway from the moment they arrive. Prison is about rehabilitation and that means equipping people with the tools to live independent and crime free lives on release. That journey starts straight away.THE ULTIMATE GOAL IS FOR EVERYONE’S LEARNING PATHWAY TO LEAD TO EMPLOYMENTThe ultimate goal is for everyone’s learning pathway to lead to employment when they leave custody. We have strong links with employers and work with them to understand the skills they are looking for, as well as gaps in the labour market so we can prepare people with the right skills and training.It’s an amazing feeling when someone leaves custody with a job offer and to see the...]]></itunes:summary><itunes:duration>262</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Investing in the Sector of the Future at the FE Collective</title><link>https://www.spreaker.com/episode/investing-in-the-sector-of-the-future-at-the-fe-collective--57250330</link><description><![CDATA[Investing in the Sector of the Future at the FE CollectiveA general election looms on the horizon. In normal times, we would collectively be calling for additional investment into the education and skills sector, which we all know would make a material difference to outcomes for individuals, and the economy.However, despite a wide body of evidence demonstrating that investment in skills will reap long term rewards through raised productivity, we must acknowledge that politics has changed immeasurably over the last couple of decades.Since the 2008 financial crash, the prevailing narrative has been that it is irresponsible for Government to borrow to invest. After years of austerity, and attempting to reduce the deficit, both major parties appear to be committed to a set of fiscal rules that mean that additional money is hard to come by.Of course, additional funds can be raised through taxation, but again both parties are currently reluctant to commit to any tax increases ahead of an election.ENGAGING WITH THE GOVERNMENTSo, we find ourselves in a position where we must be realistic. If we are to seriously engage with Government, it is not a case of asking for further investment, but rather looking carefully at where existing resources are deployed, and thinking about whether we can do things differently within existing budgets.The  announcement of the Advanced British Standard  at the Conservative Party Conference indicates that the government are planning to invest an initial £600m to support teacher recruitment and retention and help more students pass maths and English GCSE. These are all admirable aims, but we must view them in context of reforms since 2016, taking into consideration the fact that  £918.5m has already been invested in the T Level programme between 2017-18 and 2022-23  .PLANNING FOR THE LONG-TERMThis speaks to the issue of planning for the long term. Organisations such as the  Federation for Education Development  have called for a ten-year plan for education. The need has never been greater. In a time where funding is hard to come by, having and sticking to a coherent, long-term plan should be a core principle to ensure that public money is spent effectively.Many of the problems in the education and skills system are long-term issues and well understood – too many learners are let down by the system and fail to achieve the standard in English and maths, with consequences for their careers and long-term outcomes. We are unable to attract and recruit enough teachers, particularly in FE. We know that many adults will need to retrain in a rapidly changing labour market, but the numbers of adults engaged in skills programmes remains low.WHAT CAN WE DO?Too often, we have seen Governments introduce ‘top-down’ reforms, setting out their vision before they have engaged with the sector and without enough focus placed on the feedback that come from consultation.Imagine what could be achieved if those of us who work in the sector come together to co-develop solutions? If we could pool our expertise and look at issues form a range of perspectives, I truly believe that we could produce workable, value for money solutions that would attract support across the sector and across government.The FE collective provides us an opportunity to think differently, collaborate and explore where investment would make the greatest impact. As we approach a general election the timing could not be better, and I am so excited to see how this movement develops.By Michael Lemin, Head of Policy at NCFE]]></description><guid isPermaLink="false">2L8OkMz6</guid><pubDate>Mon, 16 Oct 2023 09:21:40 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57250330/qy7glzg11avdzmzqbavxipifn6vjhbefhyjyixwz.mp3" length="804576" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/63f93d4a-4b41-4410-82b3-20c197193b70/63f93d4a-4b41-4410-82b3-20c197193b70.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/63f93d4a-4b41-4410-82b3-20c197193b70/63f93d4a-4b41-4410-82b3-20c197193b70.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/63f93d4a-4b41-4410-82b3-20c197193b70/63f93d4a-4b41-4410-82b3-20c197193b70.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Investing in the Sector of the Future at the FE CollectiveA general election looms on the horizon. In normal times, we would collectively be calling for additional investment into the education and skills sector, which we all know would make a...</itunes:subtitle><itunes:summary><![CDATA[Investing in the Sector of the Future at the FE CollectiveA general election looms on the horizon. In normal times, we would collectively be calling for additional investment into the education and skills sector, which we all know would make a material difference to outcomes for individuals, and the economy.However, despite a wide body of evidence demonstrating that investment in skills will reap long term rewards through raised productivity, we must acknowledge that politics has changed immeasurably over the last couple of decades.Since the 2008 financial crash, the prevailing narrative has been that it is irresponsible for Government to borrow to invest. After years of austerity, and attempting to reduce the deficit, both major parties appear to be committed to a set of fiscal rules that mean that additional money is hard to come by.Of course, additional funds can be raised through taxation, but again both parties are currently reluctant to commit to any tax increases ahead of an election.ENGAGING WITH THE GOVERNMENTSo, we find ourselves in a position where we must be realistic. If we are to seriously engage with Government, it is not a case of asking for further investment, but rather looking carefully at where existing resources are deployed, and thinking about whether we can do things differently within existing budgets.The  announcement of the Advanced British Standard  at the Conservative Party Conference indicates that the government are planning to invest an initial £600m to support teacher recruitment and retention and help more students pass maths and English GCSE. These are all admirable aims, but we must view them in context of reforms since 2016, taking into consideration the fact that  £918.5m has already been invested in the T Level programme between 2017-18 and 2022-23  .PLANNING FOR THE LONG-TERMThis speaks to the issue of planning for the long term. Organisations such as the  Federation for Education Development  have called for a ten-year plan for education. The need has never been greater. In a time where funding is hard to come by, having and sticking to a coherent, long-term plan should be a core principle to ensure that public money is spent effectively.Many of the problems in the education and skills system are long-term issues and well understood – too many learners are let down by the system and fail to achieve the standard in English and maths, with consequences for their careers and long-term outcomes. We are unable to attract and recruit enough teachers, particularly in FE. We know that many adults will need to retrain in a rapidly changing labour market, but the numbers of adults engaged in skills programmes remains low.WHAT CAN WE DO?Too often, we have seen Governments introduce ‘top-down’ reforms, setting out their vision before they have engaged with the sector and without enough focus placed on the feedback that come from consultation.Imagine what could be achieved if those of us who work in the sector come together to co-develop solutions? If we could pool our expertise and look at issues form a range of perspectives, I truly believe that we could produce workable, value for money solutions that would attract support across the sector and across government.The FE collective provides us an opportunity to think differently, collaborate and explore where investment would make the greatest impact. As we approach a general election the timing could not be better, and I am so excited to see how this movement develops.By Michael Lemin, Head of Policy at NCFE]]></itunes:summary><itunes:duration>202</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Digital exclusion in prisons is a catastrophe in waiting</title><link>https://www.spreaker.com/episode/digital-exclusion-in-prisons-is-a-catastrophe-in-waiting--57220985</link><description><![CDATA[Digital exclusion in prisons is a catastrophe in waitingWith Friday October 13th marking the International Day of Education in Prison, the founder of digital learning company Coracle has said that we must act now to ensure our prisoners have the skills to operate in a digital world.I’m James Tweed, founder and managing director of digital learning company  Coracle  . We provide inmates at 86 prisons in England and Wales with access to education in their cells. I believe that failing to educate our prisoners in digital skills is a catastrophe in waiting.With Friday October 13th marking the International Day of Education in Prison, I want to make the point that we must act now to ensure our prisoners have the skills to operate in a digital world.My team at Coracle and I are on a mission to tackle digital exclusion. Earlier this year, we won a King’s Award for Enterprise for promoting opportunity through social mobility.My company’s tech platform means prisoners can safely access content from organisations such as The Open University, Prison Education Trust and the Aim Awards without using the internet.We’re one of the few companies permitted by the Ministry of Justice and HM Prisons and Probation Service to provide prisoners with laptops for education.We recognise at Coracle that many of our prisoners are re-entering a very different society to the one they left behind. It’s clear to us that the level of digital exclusion we’re seeing right now is causing a serious divide in society.Many of us are enjoying the benefits and opportunities provided by the digital age. But what is also painfully obvious to anyone working in prison education is that a sizeable part of the population is being left behind. This gap is only going to get wider unless we ensure everyone is able to gain digital skills.Many prisoners lack even the most basic of digital skills. I’ve met inmates who simply don’t know how to move a cursor on a screen, others who cannot fathom a mobile phone.These are people who leave prison without the ability to do simple day-to-day things such as access a bank account online or fill in a digital benefit application form, activities which most of us would now take for granted.A lack of digital skills can and does lead to reoffending. Former prisoners just don’t know how to survive in a digital world so they return to their old neighbourhoods and associates and get drawn back into crime. Watching this exclusion increase when you understand the implications is horrifying, it’s like watching a ticking time bomb.International Day of Education in Prison falls on Friday 13th this year, perhaps a fateful sign that we fail to educate our prisoners at our peril. But we’re working to change that for good.The Ministry of Justice’s own figures show that reoffending currently costs taxpayers over £18bn a year. Yet we could educate all prisoners for a fraction of that amount.By providing inmates with access to laptops which they can use in their cells for learning, we can reduce reoffending by helping prisoners gain the skills they need.But more than that, we can also offer hope. We have this treasure trove of new technology which can help people to develop skills, and to become more innovative and creative, but we aren’t doing enough with it.Many prisoners I’ve worked with are keen writers or artists and have a unique take on the world. We need to do more to help them develop these skills. By doing so, we could ensure they leave prison with a very different mindset to the one they went in with.Gaining creative skills can build a sense of purpose, hope and inspiration for the future. Employability is not just about learned skills, but also about having the initiative to think outside the box and problem solve in an innovative way.Our offline virtual learning environment can be supplied to a prisoner for as little as just a few hundred pounds per year. We could affordably provide all prisoners with access to education via a laptop and help...]]></description><guid isPermaLink="false">l9XOaex0</guid><pubDate>Fri, 13 Oct 2023 08:22:52 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57220985/jmhngpvrswnb0nfoibkdbfgel2j9dcxmbkggxizd.mp3" length="957120" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Digital exclusion in prisons is a catastrophe in waitingWith Friday October 13th marking the International Day of Education in Prison, the founder of digital learning company Coracle has said that we must act now to ensure our prisoners have the...</itunes:subtitle><itunes:summary><![CDATA[Digital exclusion in prisons is a catastrophe in waitingWith Friday October 13th marking the International Day of Education in Prison, the founder of digital learning company Coracle has said that we must act now to ensure our prisoners have the skills to operate in a digital world.I’m James Tweed, founder and managing director of digital learning company  Coracle  . We provide inmates at 86 prisons in England and Wales with access to education in their cells. I believe that failing to educate our prisoners in digital skills is a catastrophe in waiting.With Friday October 13th marking the International Day of Education in Prison, I want to make the point that we must act now to ensure our prisoners have the skills to operate in a digital world.My team at Coracle and I are on a mission to tackle digital exclusion. Earlier this year, we won a King’s Award for Enterprise for promoting opportunity through social mobility.My company’s tech platform means prisoners can safely access content from organisations such as The Open University, Prison Education Trust and the Aim Awards without using the internet.We’re one of the few companies permitted by the Ministry of Justice and HM Prisons and Probation Service to provide prisoners with laptops for education.We recognise at Coracle that many of our prisoners are re-entering a very different society to the one they left behind. It’s clear to us that the level of digital exclusion we’re seeing right now is causing a serious divide in society.Many of us are enjoying the benefits and opportunities provided by the digital age. But what is also painfully obvious to anyone working in prison education is that a sizeable part of the population is being left behind. This gap is only going to get wider unless we ensure everyone is able to gain digital skills.Many prisoners lack even the most basic of digital skills. I’ve met inmates who simply don’t know how to move a cursor on a screen, others who cannot fathom a mobile phone.These are people who leave prison without the ability to do simple day-to-day things such as access a bank account online or fill in a digital benefit application form, activities which most of us would now take for granted.A lack of digital skills can and does lead to reoffending. Former prisoners just don’t know how to survive in a digital world so they return to their old neighbourhoods and associates and get drawn back into crime. Watching this exclusion increase when you understand the implications is horrifying, it’s like watching a ticking time bomb.International Day of Education in Prison falls on Friday 13th this year, perhaps a fateful sign that we fail to educate our prisoners at our peril. But we’re working to change that for good.The Ministry of Justice’s own figures show that reoffending currently costs taxpayers over £18bn a year. Yet we could educate all prisoners for a fraction of that amount.By providing inmates with access to laptops which they can use in their cells for learning, we can reduce reoffending by helping prisoners gain the skills they need.But more than that, we can also offer hope. We have this treasure trove of new technology which can help people to develop skills, and to become more innovative and creative, but we aren’t doing enough with it.Many prisoners I’ve worked with are keen writers or artists and have a unique take on the world. We need to do more to help them develop these skills. By doing so, we could ensure they leave prison with a very different mindset to the one they went in with.Gaining creative skills can build a sense of purpose, hope and inspiration for the future. Employability is not just about learned skills, but also about having the initiative to think outside the box and problem solve in an innovative way.Our offline virtual learning environment can be supplied to a prisoner for as little as just a few hundred pounds per year. We could affordably provide all prisoners with access to education via a laptop and...]]></itunes:summary><itunes:duration>240</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Empowering Women Returners: Bridging the Gap in Further Education</title><link>https://www.spreaker.com/episode/empowering-women-returners-bridging-the-gap-in-further-education--57213218</link><description><![CDATA[Empowering Women Returners: Bridging the Gap in Further EducationWomen returners face significant hurdles in their quest to reclaim their careers. By recognising transferable skills and experience, alongside a flexible and tailored approach we can finally bridge the gap.In today’s ever-evolving job market, we are at a pivotal moment where attracting diverse talent is not just a virtue but a necessity.Despite how society has advanced, one group of potential professionals still faces significant hurdles in their quest to reclaim their careers and contribute significantly to the workforce – women returners.Every year, 19% mothers leave the workforce altogether  [i]  , most often because their work cannot offer any flexibility, or they cannot afford childcare. For primary caregivers, the demands of juggling responsibilities without workplace support, all too often take their toll. I believe having a baby should enhance not halt your career and the many (new) skills from parenting should be recognized at interview and in the workplace.Out of the thousands of women I have met over the years, very few are looking for a nine to five role. Access to flexible hours, remote work options and family-friendly policies can all help to attract and retain these women into the workforce. The stats show that 98% of mothers  want  to work, and we need to do all we can to make this happen.The inclusion of women in the workforce is not just a matter of social progress but also a vital driver of economic prosperity.A higher employment rate among women ultimately contributes to greater household income, boosting consumer spending and driving economic growth. Women returners contribute to a more diverse and skilled workforce, leading to increased productivity and competitiveness in industries across the board. Still only 30% of employers say leaders in their organisation are completely committed to having a diverse workforce, while a mere 9% of employers have focused on improving inclusion and diversity with respect to social mobility/socio-economic status in the past five years.If more women join the workforce, that increased financial independence will lead to greater investment in education, health, and entrepreneurship, creating a ripple effect of economic benefits that support society as a whole.1.47 million women aged 16-64 were classed as economically inactive in October to December 2022 because they were looking after their family or their home. There lies a huge opportunity. Comparatively less than 200,000 men were doing the same.THE RETURNERS’ CHALLENGEReturning to work after a career break, whether it’s due to raising a family, caregiving, or personal reasons, can be a daunting task for anyone, regardless of gender. However, women tend to face unique challenges.Re-entering the workforce can seem like an uphill battle against a lack of confidence, and outdated skills. Now it a great time to shift our focus to the incredible assets that women returners can bring to the party and how we can integrate these key group into the labour market.And the world  is  changing. This year there are 4.4million people in the UK on flexi-time employment contracts, compared with 3.22 million ten years ago. The pandemic was an unexpected catalyst of change. The definition of flexible working according to gov.uk is ‘a way of working that suits an employee’s needs, for example having flexible start and finish times, or working from home.’ And that isn’t an off-the-shelf solution, it needs to be tailored. On average about 19% of employees are looking for a new job at any given time. When thinking about a new job 71% say being able to have a flexible working pattern is important.For an employer especially SMEs, this bespoke approach is challenging to facilitate, and communication is key; but by shifting the focus away from time spent working and towards the productivity and outcomes of each employee, and setting clear expectations it can, and does, work.SO WHAT CA...]]></description><guid isPermaLink="false">nxoBnwL6</guid><pubDate>Thu, 12 Oct 2023 16:22:10 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57213218/r7ulqluae659urocqunvncfnvtrkvstqdbh66hev.mp3" length="1370016" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Empowering Women Returners: Bridging the Gap in Further EducationWomen returners face significant hurdles in their quest to reclaim their careers. By recognising transferable skills and experience, alongside a flexible and tailored approach we can...</itunes:subtitle><itunes:summary><![CDATA[Empowering Women Returners: Bridging the Gap in Further EducationWomen returners face significant hurdles in their quest to reclaim their careers. By recognising transferable skills and experience, alongside a flexible and tailored approach we can finally bridge the gap.In today’s ever-evolving job market, we are at a pivotal moment where attracting diverse talent is not just a virtue but a necessity.Despite how society has advanced, one group of potential professionals still faces significant hurdles in their quest to reclaim their careers and contribute significantly to the workforce – women returners.Every year, 19% mothers leave the workforce altogether  [i]  , most often because their work cannot offer any flexibility, or they cannot afford childcare. For primary caregivers, the demands of juggling responsibilities without workplace support, all too often take their toll. I believe having a baby should enhance not halt your career and the many (new) skills from parenting should be recognized at interview and in the workplace.Out of the thousands of women I have met over the years, very few are looking for a nine to five role. Access to flexible hours, remote work options and family-friendly policies can all help to attract and retain these women into the workforce. The stats show that 98% of mothers  want  to work, and we need to do all we can to make this happen.The inclusion of women in the workforce is not just a matter of social progress but also a vital driver of economic prosperity.A higher employment rate among women ultimately contributes to greater household income, boosting consumer spending and driving economic growth. Women returners contribute to a more diverse and skilled workforce, leading to increased productivity and competitiveness in industries across the board. Still only 30% of employers say leaders in their organisation are completely committed to having a diverse workforce, while a mere 9% of employers have focused on improving inclusion and diversity with respect to social mobility/socio-economic status in the past five years.If more women join the workforce, that increased financial independence will lead to greater investment in education, health, and entrepreneurship, creating a ripple effect of economic benefits that support society as a whole.1.47 million women aged 16-64 were classed as economically inactive in October to December 2022 because they were looking after their family or their home. There lies a huge opportunity. Comparatively less than 200,000 men were doing the same.THE RETURNERS’ CHALLENGEReturning to work after a career break, whether it’s due to raising a family, caregiving, or personal reasons, can be a daunting task for anyone, regardless of gender. However, women tend to face unique challenges.Re-entering the workforce can seem like an uphill battle against a lack of confidence, and outdated skills. Now it a great time to shift our focus to the incredible assets that women returners can bring to the party and how we can integrate these key group into the labour market.And the world  is  changing. This year there are 4.4million people in the UK on flexi-time employment contracts, compared with 3.22 million ten years ago. The pandemic was an unexpected catalyst of change. The definition of flexible working according to gov.uk is ‘a way of working that suits an employee’s needs, for example having flexible start and finish times, or working from home.’ And that isn’t an off-the-shelf solution, it needs to be tailored. On average about 19% of employees are looking for a new job at any given time. When thinking about a new job 71% say being able to have a flexible working pattern is important.For an employer especially SMEs, this bespoke approach is challenging to facilitate, and communication is key; but by shifting the focus away from time spent working and towards the productivity and outcomes of each employee, and setting clear expectations it can, and does, work.SO...]]></itunes:summary><itunes:duration>343</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Fostering Innovation and Leadership: The Power of Government, Industry, and Higher Educati</title><link>https://www.spreaker.com/episode/fostering-innovation-and-leadership-the-power-of-government-industry-and-higher-educati--57192085</link><description><![CDATA[Fostering Innovation and Leadership: The Power of Government, Industry, and Higher Education CollaborationToday’s world is complex. The trifecta of government, industry, and higher education is proving to be an indispensable force that fuels innovation, shapes talent pipelines, and cultivates mission-driven leadership for a sustainable future. This dynamic collaboration not only  drives economic growth  but also propels societies toward greater advancements and progress. Here’s a closer look at how this type of collaboration can transforming the landscape of innovation and leadership.PROMOTING INNOVATION THROUGH SYNERGYInnovation stands as the cornerstone of progress, promoting progress, and advancing nations with groundbreaking solutions to complex challenges. The synergy between government, industry, and higher education is pivotal in fostering a culture of innovation that transcends boundaries and transforms ideas into tangible realities.Government initiatives provide essential funding, regulatory support, exposure to real-world problems and frameworks that create fertile ground for innovation to flourish. By collaborating with higher education institutions and industry leaders, governments can harness the expertise of academia and the practical knowledge of industries to tackle pressing issues, from healthcare to climate change. This combined effort results in research and development that yields cutting-edge technologies, novel approaches, and game-changing solutions.FILLING THE TALENT PIPELINEAs industries become increasingly specialised and technology-driven, the need for a skilled and diverse workforce is paramount. This is also the case for governments and civil services globally – the challenges are the same: more reliance on technology and doing more with less at all levels  from local to national  . Collaboration between government, industry, and higher education plays a crucial role in nurturing and equipping the talent pipeline to meet evolving demands.Higher education institutions act as incubators of talent, equipping students with the skills, knowledge, and critical thinking required to excel in various industries. Collaborating with government and industries provides students with  real-world exposure  , practical experiences, and insights into the demands of the job market. This alignment bridges the gap between theoretical learning and practical application, ensuring graduates are job-ready and equipped to contribute meaningfully to their chosen fields.Government-higher education partnerships also contribute to shaping education curricula that align with industry needs. This proactive approach ensures that graduates are equipped with relevant skills that directly address the demands of a rapidly evolving job market.IMPRINTING A MISSION-DRIVEN MINDSET TO FUEL ENTREPRENEURSHIPLeadership is not just about steering organisations; it’s about inspiring change, shaping values, and driving positive impact. The collaboration between government, industry, and higher education enables the cultivation of mission-driven leaders who are equipped to navigate complex challenges with purpose and vision.Government policies and regulations set the tone for corporate responsibility, sustainability, and ethical practices. By partnering with industry and higher education, governments can impart the importance of these values to the next generation of leaders. Higher education institutions embed these values in their educational framework, fostering a culture of social responsibility and ethical leadership.Industry leaders, in turn, offer mentorship, internships, and experiential learning opportunities that expose students to real-world challenges and solutions. This interaction not only equips students with practical skills but also imbues them with  a mission-driven mindset  , instilling a sense of purpose that guides their future decisions.THE JOURNEY AHEADThe alliance between government, industry, and higher education is a ne...]]></description><guid isPermaLink="false">bLr3PYxg</guid><pubDate>Wed, 11 Oct 2023 08:21:58 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57192085/tyaqpigan4xpc3e1phsl7zhdi1rqpazh0qsuktqy.mp3" length="1163808" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Fostering Innovation and Leadership: The Power of Government, Industry, and Higher Education CollaborationToday’s world is complex. The trifecta of government, industry, and higher education is proving to be an indispensable force that fuels...</itunes:subtitle><itunes:summary><![CDATA[Fostering Innovation and Leadership: The Power of Government, Industry, and Higher Education CollaborationToday’s world is complex. The trifecta of government, industry, and higher education is proving to be an indispensable force that fuels innovation, shapes talent pipelines, and cultivates mission-driven leadership for a sustainable future. This dynamic collaboration not only  drives economic growth  but also propels societies toward greater advancements and progress. Here’s a closer look at how this type of collaboration can transforming the landscape of innovation and leadership.PROMOTING INNOVATION THROUGH SYNERGYInnovation stands as the cornerstone of progress, promoting progress, and advancing nations with groundbreaking solutions to complex challenges. The synergy between government, industry, and higher education is pivotal in fostering a culture of innovation that transcends boundaries and transforms ideas into tangible realities.Government initiatives provide essential funding, regulatory support, exposure to real-world problems and frameworks that create fertile ground for innovation to flourish. By collaborating with higher education institutions and industry leaders, governments can harness the expertise of academia and the practical knowledge of industries to tackle pressing issues, from healthcare to climate change. This combined effort results in research and development that yields cutting-edge technologies, novel approaches, and game-changing solutions.FILLING THE TALENT PIPELINEAs industries become increasingly specialised and technology-driven, the need for a skilled and diverse workforce is paramount. This is also the case for governments and civil services globally – the challenges are the same: more reliance on technology and doing more with less at all levels  from local to national  . Collaboration between government, industry, and higher education plays a crucial role in nurturing and equipping the talent pipeline to meet evolving demands.Higher education institutions act as incubators of talent, equipping students with the skills, knowledge, and critical thinking required to excel in various industries. Collaborating with government and industries provides students with  real-world exposure  , practical experiences, and insights into the demands of the job market. This alignment bridges the gap between theoretical learning and practical application, ensuring graduates are job-ready and equipped to contribute meaningfully to their chosen fields.Government-higher education partnerships also contribute to shaping education curricula that align with industry needs. This proactive approach ensures that graduates are equipped with relevant skills that directly address the demands of a rapidly evolving job market.IMPRINTING A MISSION-DRIVEN MINDSET TO FUEL ENTREPRENEURSHIPLeadership is not just about steering organisations; it’s about inspiring change, shaping values, and driving positive impact. The collaboration between government, industry, and higher education enables the cultivation of mission-driven leaders who are equipped to navigate complex challenges with purpose and vision.Government policies and regulations set the tone for corporate responsibility, sustainability, and ethical practices. By partnering with industry and higher education, governments can impart the importance of these values to the next generation of leaders. Higher education institutions embed these values in their educational framework, fostering a culture of social responsibility and ethical leadership.Industry leaders, in turn, offer mentorship, internships, and experiential learning opportunities that expose students to real-world challenges and solutions. This interaction not only equips students with practical skills but also imbues them with  a mission-driven mindset  , instilling a sense of purpose that guides their future decisions.THE JOURNEY AHEADThe alliance between government, industry, and higher education is...]]></itunes:summary><itunes:duration>291</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Role of AI in Enhancing Employability Services: Strengthening Human Connections throug</title><link>https://www.spreaker.com/episode/the-role-of-ai-in-enhancing-employability-services-strengthening-human-connections-throug--57179995</link><description><![CDATA[The Role of AI in Enhancing Employability Services: Strengthening Human Connections through TechnologyEmployability professionals connect jobseekers with jobs through trust, built on respect and mutual growth. Whilst AI can supplement and enhance human-focused services, can machines truly understand human potential and ambition?Employability professionals play an essential role in bridging the gap between jobseekers and their dream positions. At the core of this relationship is trust — a bond built through understanding, respect, and a mutual desire for growth. However, with the  rise of AI  and technology, questions emerge about how these advancements fit into the traditional  employability  landscape. Can machines ever truly understand the nuances of human ambition and potential? Here, we explore how AI can not only complement but also enhance the human-centric services offered by employability professionals.1. STREAMLINING ADMINISTRATIVE TASKSProbably the most obvious immediate benefit of AI in the employability sector is its potential to automate repetitive administrative tasks. By doing so, professionals can focus more on the ‘human’ side of their roles, such as building relationships and offering personalised advice. AI-driven platforms can schedule meetings, sort through large databases of CV’s, administer contractual records of meetings and and even match jobseekers to potential roles based on keyword analysis.2. DATA-DRIVEN INSIGHTSAI’s analytical capabilities mean that it can process vast amounts of data quickly. This can provide employability professionals with trends, patterns, and insights into the job market, helping them understand which sectors are growing, which skills are in demand, and where there might be  talent shortages  . This real-time data enables professionals to offer more informed advice and tailor their services accordingly. It can also deliver data around the nature of challenges faced by jobseekers at any given time and if any trends in referrals are becoming clear.3. PERSONALISED LEARNING AND UPSKILLINGAI-driven platforms can offer personalised learning experiences for jobseekers. Based on an individual’s existing skills, aspirations, and areas of interest, AI can suggest relevant courses, workshops, or resources. This ensures that jobseekers are always learning in alignment with market demands, increasing their employability.4. ENHANCED ENGAGEMENT THROUGH  VIRTUAL REALITY (VR)  AND AUGMENTED REALITY (AR)VR and AR can be employed to create realistic job previews or simulate work environments, offering jobseekers insights into roles and industries. This not only aids in decision-making but also ensures that jobseekers have realistic expectations and are better prepared.5. AI-POWERED INTERVIEW PREPARATIONSAI-driven platforms can simulate interviews, offering job seekers a chance to practice and receive instant feedback. This feedback, based on thousands of previous interviews, can guide jobseekers on body language, voice modulation, and content, ensuring they’re fully prepared when it counts.6. EMOTIONAL RECOGNITION FOR BETTER FITSome advanced AI platforms can analyse facial expressions and voice modulations during interviews. This data can offer insights into a candidate’s emotional state, their level of comfort, and their genuine interest in a position, ensuring a better fit for both the employer and the employee.CONCLUSION: HUMAN-AI SYNERGY IN EMPLOYABILITYWhile the potential of AI in the employability sector is vast, it’s important to recognize its role as an assistant rather than a replacement. The human touch — empathy, understanding, and genuine connection — remains irreplaceable. AI is a tool that can provide efficiencies, data, and services, but the real magic happens when humans use these tools to strengthen their bonds with one another.The integration of AI doesn’t mean the diminishing of human value; rather, it’s an opportunity for employability professionals to leverage technology, e...]]></description><guid isPermaLink="false">29pGbExr</guid><pubDate>Tue, 10 Oct 2023 14:22:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57179995/tjh90cakhimt136a4rew8ziuwlpt0wllycwzitvg.mp3" length="1053024" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Role of AI in Enhancing Employability Services: Strengthening Human Connections through TechnologyEmployability professionals connect jobseekers with jobs through trust, built on respect and mutual growth. Whilst AI can supplement and enhance...</itunes:subtitle><itunes:summary><![CDATA[The Role of AI in Enhancing Employability Services: Strengthening Human Connections through TechnologyEmployability professionals connect jobseekers with jobs through trust, built on respect and mutual growth. Whilst AI can supplement and enhance human-focused services, can machines truly understand human potential and ambition?Employability professionals play an essential role in bridging the gap between jobseekers and their dream positions. At the core of this relationship is trust — a bond built through understanding, respect, and a mutual desire for growth. However, with the  rise of AI  and technology, questions emerge about how these advancements fit into the traditional  employability  landscape. Can machines ever truly understand the nuances of human ambition and potential? Here, we explore how AI can not only complement but also enhance the human-centric services offered by employability professionals.1. STREAMLINING ADMINISTRATIVE TASKSProbably the most obvious immediate benefit of AI in the employability sector is its potential to automate repetitive administrative tasks. By doing so, professionals can focus more on the ‘human’ side of their roles, such as building relationships and offering personalised advice. AI-driven platforms can schedule meetings, sort through large databases of CV’s, administer contractual records of meetings and and even match jobseekers to potential roles based on keyword analysis.2. DATA-DRIVEN INSIGHTSAI’s analytical capabilities mean that it can process vast amounts of data quickly. This can provide employability professionals with trends, patterns, and insights into the job market, helping them understand which sectors are growing, which skills are in demand, and where there might be  talent shortages  . This real-time data enables professionals to offer more informed advice and tailor their services accordingly. It can also deliver data around the nature of challenges faced by jobseekers at any given time and if any trends in referrals are becoming clear.3. PERSONALISED LEARNING AND UPSKILLINGAI-driven platforms can offer personalised learning experiences for jobseekers. Based on an individual’s existing skills, aspirations, and areas of interest, AI can suggest relevant courses, workshops, or resources. This ensures that jobseekers are always learning in alignment with market demands, increasing their employability.4. ENHANCED ENGAGEMENT THROUGH  VIRTUAL REALITY (VR)  AND AUGMENTED REALITY (AR)VR and AR can be employed to create realistic job previews or simulate work environments, offering jobseekers insights into roles and industries. This not only aids in decision-making but also ensures that jobseekers have realistic expectations and are better prepared.5. AI-POWERED INTERVIEW PREPARATIONSAI-driven platforms can simulate interviews, offering job seekers a chance to practice and receive instant feedback. This feedback, based on thousands of previous interviews, can guide jobseekers on body language, voice modulation, and content, ensuring they’re fully prepared when it counts.6. EMOTIONAL RECOGNITION FOR BETTER FITSome advanced AI platforms can analyse facial expressions and voice modulations during interviews. This data can offer insights into a candidate’s emotional state, their level of comfort, and their genuine interest in a position, ensuring a better fit for both the employer and the employee.CONCLUSION: HUMAN-AI SYNERGY IN EMPLOYABILITYWhile the potential of AI in the employability sector is vast, it’s important to recognize its role as an assistant rather than a replacement. The human touch — empathy, understanding, and genuine connection — remains irreplaceable. AI is a tool that can provide efficiencies, data, and services, but the real magic happens when humans use these tools to strengthen their bonds with one another.The integration of AI doesn’t mean the diminishing of human value; rather, it’s an opportunity for employability professionals to leverage...]]></itunes:summary><itunes:duration>264</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Pestalozzi To Present: Head, Heart And Hands Shaping Education Through The Ages</title><link>https://www.spreaker.com/episode/pestalozzi-to-present-head-heart-and-hands-shaping-education-through-the-ages--57179993</link><description><![CDATA[Pestalozzi To Present: Head, Heart And Hands Shaping Education Through The AgesIn this second article in the series of four on creativity in education, we shall probe into the key personalities behind the history of creativity in education and why it is important for young people to be creative at school.A VERY BRIEF HISTORY OF CREATIVITY IN EDUCATIONCreativity has had an active and flourishing part to play in educational history. In Ancient Greek civilizations, philosophers like Socrates and Plato were big believers that  education  should encourage critical thinking, questioning, and exploration of ideas and emphasised the importance of nurturing well-rounded individuals with creative thinking skills.During the Renaissance and Enlightenment periods, there was a renewed focus on individualism, curiosity, and creativity with the legendary ‘thinkers’ like Leonardo da Vinci embodying the  idea  of combining artistic and scientific creativity.In the 1800s, Swiss Johann H. Pestalozzi, referred to as the ‘father of modern education’, was a significant figure in the promotion of creativity in  education  . He proposed a  holistic  and  child-centred  approach to learning, emphasising the importance of the arts in order to recognise its link with emotions, social well-being and cognitive abilities. He also emphasised the value of play in the development and inner growth of the child.Pestalozzi believed the ‘whole’ child should be trained physically, psychologically, and emotionally, known as the Pestalozzi  principles  of ‘learning by head, heart and hands’, and was also a proponent of the advancement of good character and morality. The former pastor developed the ‘Pestalozzi Method’, in which he argued that children should learn through play and  participation  in ‘experiential learning’ using activities such as drawing, writing and music, supported by lots of outdoor tasks including physical exercise, trips and so on, leading to a ‘well-rounded’ education. At the heart, he encouraged critical thinking and creativity.Johann H PestalozziThen in the late 19th and early 20th centuries, educational reformers like American John  Dewey  , influenced by Pestalozzi, advocated for ‘student-centred learning’ that focused on experiential learning, problem-solving, and creative expression.Dewey believed that education should enable students to think critically and apply knowledge in practical ways. Art education was viewed as one of the conduits to foster creativity. He favoured reducing the restrictive rote learning style of teaching and replacing it with  direct experience, inquiry and play  . The like-minded visionary Friedrich Fröbel, founder of the kindergarten, believed that play and creative activities were essential for early childhood development; like Maria Montessori and Rudolf Steiner, he introduced alternative educational  methods  that emphasised creativity, curiosity, individuality, and hands-on learning.THE IMPORTANCE OF CREATIVITY FOR YOUNG PEOPLE TODAYAs we have seen, there has been a lot of heavyweight and thoughtful academic support for creativity in education through history. However, it is recognised to be a complex, difficult skill for children to develop.Although, rather worryingly, there has been a steady decline in creativity in young people, research has shown that personal creativity has the potential for long term benefits, not just for the individual to flourish in all domains of life, from personal development to professional success, but also for society to improve through innovation.The creative life path begins in childhood and the process must start at school. At a young age it can spur emotional development as children, through trial and error, exploring and developing life skills, in particular learning expression through arts and music. One of the loudest advocates for creativity in education in recent years, through his book ‘  Out Of Our Minds: Learning To Be Creative’  , has been the legendary Sir Ken Ro...]]></description><guid isPermaLink="false">597wdk9R</guid><pubDate>Tue, 10 Oct 2023 14:22:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57179993/idcp128gs8iiao3cy4wpf2so3tf0fqjx6yp9svd3.mp3" length="2756256" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Pestalozzi To Present: Head, Heart And Hands Shaping Education Through The AgesIn this second article in the series of four on creativity in education, we shall probe into the key personalities behind the history of creativity in education and why it...</itunes:subtitle><itunes:summary><![CDATA[Pestalozzi To Present: Head, Heart And Hands Shaping Education Through The AgesIn this second article in the series of four on creativity in education, we shall probe into the key personalities behind the history of creativity in education and why it is important for young people to be creative at school.A VERY BRIEF HISTORY OF CREATIVITY IN EDUCATIONCreativity has had an active and flourishing part to play in educational history. In Ancient Greek civilizations, philosophers like Socrates and Plato were big believers that  education  should encourage critical thinking, questioning, and exploration of ideas and emphasised the importance of nurturing well-rounded individuals with creative thinking skills.During the Renaissance and Enlightenment periods, there was a renewed focus on individualism, curiosity, and creativity with the legendary ‘thinkers’ like Leonardo da Vinci embodying the  idea  of combining artistic and scientific creativity.In the 1800s, Swiss Johann H. Pestalozzi, referred to as the ‘father of modern education’, was a significant figure in the promotion of creativity in  education  . He proposed a  holistic  and  child-centred  approach to learning, emphasising the importance of the arts in order to recognise its link with emotions, social well-being and cognitive abilities. He also emphasised the value of play in the development and inner growth of the child.Pestalozzi believed the ‘whole’ child should be trained physically, psychologically, and emotionally, known as the Pestalozzi  principles  of ‘learning by head, heart and hands’, and was also a proponent of the advancement of good character and morality. The former pastor developed the ‘Pestalozzi Method’, in which he argued that children should learn through play and  participation  in ‘experiential learning’ using activities such as drawing, writing and music, supported by lots of outdoor tasks including physical exercise, trips and so on, leading to a ‘well-rounded’ education. At the heart, he encouraged critical thinking and creativity.Johann H PestalozziThen in the late 19th and early 20th centuries, educational reformers like American John  Dewey  , influenced by Pestalozzi, advocated for ‘student-centred learning’ that focused on experiential learning, problem-solving, and creative expression.Dewey believed that education should enable students to think critically and apply knowledge in practical ways. Art education was viewed as one of the conduits to foster creativity. He favoured reducing the restrictive rote learning style of teaching and replacing it with  direct experience, inquiry and play  . The like-minded visionary Friedrich Fröbel, founder of the kindergarten, believed that play and creative activities were essential for early childhood development; like Maria Montessori and Rudolf Steiner, he introduced alternative educational  methods  that emphasised creativity, curiosity, individuality, and hands-on learning.THE IMPORTANCE OF CREATIVITY FOR YOUNG PEOPLE TODAYAs we have seen, there has been a lot of heavyweight and thoughtful academic support for creativity in education through history. However, it is recognised to be a complex, difficult skill for children to develop.Although, rather worryingly, there has been a steady decline in creativity in young people, research has shown that personal creativity has the potential for long term benefits, not just for the individual to flourish in all domains of life, from personal development to professional success, but also for society to improve through innovation.The creative life path begins in childhood and the process must start at school. At a young age it can spur emotional development as children, through trial and error, exploring and developing life skills, in particular learning expression through arts and music. One of the loudest advocates for creativity in education in recent years, through his book ‘  Out Of Our Minds: Learning To Be Creative’  , has been the legendary Sir...]]></itunes:summary><itunes:duration>690</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Advanced British Standard – ABS qualification?</title><link>https://www.spreaker.com/episode/the-advanced-british-standard-abs-qualification--57177167</link><description><![CDATA[Rishi Sunak announces a new qualification, the Advanced British Standard, throwing planned qualification reforms into disarray. I question if this is the right way to improve vocational and technical education.Before I start, I am fully cognisant of a theme developing through my articles. In many respects, I would rather not be using the precious small amount of spare time I have on a weekend feeling inclined to put metaphorical pen to paper and comment on policy again. I certainly did not anticipate another article on the subject quite so soon after the last.Constant reformOne of my biggest issues with FE over 25 years of teaching, assessing, managing and leading teams, is the constant reform. It disrupts learning, increases workload for teachers and never actually solves the question it intends to ask (See the latest report by Tom Bewick and Matilda Gosling’s Running to Stand Still for example).As with the HS2 question and subsequent concern, business in general performs best when things are planned and predictable and not subjected to avoidable turbulence. Education is no different, stability is crucial to success, allowing for strategic planning and giving time for operational embedding and organisational cultural shifts. We need time to stop, plan, consult, implement, reflect and change. The seemingly innocuous statement of ‘delivering maths until the age of 18’ for example, despite the good intention, is no more easily realised than solving the staffing crisis in the NHS. One does not simply hire and fire maths teachers on a whim, it takes a longer term strategy to produce skilled teachers, and an even longer one for skilled and experienced teachers. Small consideration, huge impact.Making decisions on qualificationsDecisions on qualifications should be based on data and valid and relevant research. They should involve all stakeholders (including teachers, hint, hint). They should be built on a solid framework that is realistic, achievable and purposeful. They should certainly not be mired in fluffy language, subjective expectations, weak structures, or based on anecdotes – this benefits no one, increasing workload and diluting intended outcomes or worse, missing them entirely. As a wise person once said, ‘The nicest thing about not planning is that failure always comes as a complete surprise’.Once a decision is reached, it should be tested. Piloted. Does it work? Does it need tweaking? Is it an unmitigated disaster? Is it a delightful success? Simply launching something new without listening to experienced people is a recipe for failure and results in instances, such as the T Level, where course specifications were released far too late in the academic calendar for practitioners to design a coherent programme. Much of the negative impact of the T Level could have been designed out, and criticism from organisations like Ofsted could have been mitigated. The conversation could have been very different.ConclusionBut all of this now seems moot. The announcement of a new qualification, should of course it ever happen, seems to wipe out the T Level reform before it has even been rolled out. It suggests that the next level of reform, the Alternative Academic Qualification, announced in January this year, is now also under threat before we’ve so much as seen a draft. With Applied Generals going, uncertainty over the T Level, the AAQ maybe or maybe not happening and no solid information on sub-level three reform, I would say we are firmly in the middle of that turbulence now.If the new qualification goes ahead, we need some of this thought, time and planning to happen before we rush in with ideological priorities. I remember starting in education and colleagues referring to this thing called the NVQ as the, ‘Not Very Qualified’ qualification. I hope that this new qualification doesn’t end up being referred to as ‘A BS’ qualification.By Neil Sambrook, Director of Faculty for STEAM at Walsall College]]></description><guid isPermaLink="false">mL6PdY9A</guid><pubDate>Tue, 10 Oct 2023 09:22:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57177167/fh6rdhkzfyrqztcaamdsnsq3nh0w6p2jcculauc7.mp3" length="916416" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Rishi Sunak announces a new qualification, the Advanced British Standard, throwing planned qualification reforms into disarray. I question if this is the right way to improve vocational and technical education.Before I start, I am fully cognisant of a...</itunes:subtitle><itunes:summary><![CDATA[Rishi Sunak announces a new qualification, the Advanced British Standard, throwing planned qualification reforms into disarray. I question if this is the right way to improve vocational and technical education.Before I start, I am fully cognisant of a theme developing through my articles. In many respects, I would rather not be using the precious small amount of spare time I have on a weekend feeling inclined to put metaphorical pen to paper and comment on policy again. I certainly did not anticipate another article on the subject quite so soon after the last.Constant reformOne of my biggest issues with FE over 25 years of teaching, assessing, managing and leading teams, is the constant reform. It disrupts learning, increases workload for teachers and never actually solves the question it intends to ask (See the latest report by Tom Bewick and Matilda Gosling’s Running to Stand Still for example).As with the HS2 question and subsequent concern, business in general performs best when things are planned and predictable and not subjected to avoidable turbulence. Education is no different, stability is crucial to success, allowing for strategic planning and giving time for operational embedding and organisational cultural shifts. We need time to stop, plan, consult, implement, reflect and change. The seemingly innocuous statement of ‘delivering maths until the age of 18’ for example, despite the good intention, is no more easily realised than solving the staffing crisis in the NHS. One does not simply hire and fire maths teachers on a whim, it takes a longer term strategy to produce skilled teachers, and an even longer one for skilled and experienced teachers. Small consideration, huge impact.Making decisions on qualificationsDecisions on qualifications should be based on data and valid and relevant research. They should involve all stakeholders (including teachers, hint, hint). They should be built on a solid framework that is realistic, achievable and purposeful. They should certainly not be mired in fluffy language, subjective expectations, weak structures, or based on anecdotes – this benefits no one, increasing workload and diluting intended outcomes or worse, missing them entirely. As a wise person once said, ‘The nicest thing about not planning is that failure always comes as a complete surprise’.Once a decision is reached, it should be tested. Piloted. Does it work? Does it need tweaking? Is it an unmitigated disaster? Is it a delightful success? Simply launching something new without listening to experienced people is a recipe for failure and results in instances, such as the T Level, where course specifications were released far too late in the academic calendar for practitioners to design a coherent programme. Much of the negative impact of the T Level could have been designed out, and criticism from organisations like Ofsted could have been mitigated. The conversation could have been very different.ConclusionBut all of this now seems moot. The announcement of a new qualification, should of course it ever happen, seems to wipe out the T Level reform before it has even been rolled out. It suggests that the next level of reform, the Alternative Academic Qualification, announced in January this year, is now also under threat before we’ve so much as seen a draft. With Applied Generals going, uncertainty over the T Level, the AAQ maybe or maybe not happening and no solid information on sub-level three reform, I would say we are firmly in the middle of that turbulence now.If the new qualification goes ahead, we need some of this thought, time and planning to happen before we rush in with ideological priorities. I remember starting in education and colleagues referring to this thing called the NVQ as the, ‘Not Very Qualified’ qualification. I hope that this new qualification doesn’t end up being referred to as ‘A BS’ qualification.By Neil Sambrook, Director of Faculty for STEAM at Walsall College]]></itunes:summary><itunes:duration>230</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Nature VS Nurture: Teaching Forgotten Creativity in Further Education</title><link>https://www.spreaker.com/episode/nature-vs-nurture-teaching-forgotten-creativity-in-further-education--57176738</link><description><![CDATA[Here, Nick Lovegrove, principal lecturer, explains how universities can support students to develop creative and design skills for later career development.Having worked in graphic design since the late 90s and teaching at the university for eight years, I have witnessed a game changing levelling of the playing field – the adoption of digital technology, has helped more people than ever before become confident with design tools to tap into their creativity.The variety and accessibility of modern design programs means there are more ways than ever for people to express themselves creatively. I recently contributed to a report from Serif, developer of the Affinity creative suite, called  ‘Nature and Nurture: How universities can help everyone learn design skills’ on the benefits this is having for diversity in design courses, allowing more people than ever to develop skills in UX design and typography, which were previously exclusive to just those industries.This is great news for creative people, and at higher education levels it gives the opportunity to teach uncultivated creative skills or re-teach those which have been forgotten.While creativity is often seen as a gift we innately do or don’t have, it isn’t as simple as that. It is a skill we’re all born with and can nurture as we grow. And, like any other skill that we stop using, overtime we can lose our creative abilities too – but this means it can also be re-taught.Teaching creativity at universityWhile it can be challenging to encourage young people to experiment with creativity, it is possible – and it’s up to us as educators to draw it out of them. All individuals have a natural talent in creative topics, whether in specific areas such as writing, drawing, coding or collage, or in more general areas like coming up with ideas for ad campaigns or problem solving. Each is just as important and holds just as much power as the other.Higher education courses that want to inspire creativity should be idea focused. But in the case of my design students, and many others, they still really need to produce lovely work. Using professional software to collaborate and explore, as well as producing visually appealing and well-crafted work is crucial for their final grades.Most students love being taught about different types of software, it gives them a huge sense of satisfaction to follow a really steep learning curve. As creative as you may or may not be, in the real world, your work needs to appeal not only to clients but also to the general public.In Serif’s report I talk about how young people often only have a few seconds to make an impression with their design work to convince potential employers they are worth hiring. So, it’s important to use good software that pays justice to their skills and ensures their final product is impactful.This was mirrored by Ben Viney, product expert at Serif which develops the Affinity suite of creative software, who pointed out that many design students become stuck in a kind of limbo after graduation and when their student licences expire on products. Many find they’re unable to afford expensive professional-grade software, but unable to get a job without a strong up-to-date portfolio or attractive CV.The benefit to later careersA student’s creative journey can encompass a wide range of skills, and each skill set can lead to different career paths. For example, those on a graphic design course, may focus on motion design and pursue careers in animation and moving image production, while others may work in advertising, marketing or  visually appealing graphics as part of their day-to-day role.Demand for some level of design skills is increasing across most industries. Whether a company is in the creative sector or not, it will have design requirements. Being able to create impressive pitch decks or presentations for clients without relying on external design agencies is a valuable skill in itself – which adds employability and value to any C...]]></description><guid isPermaLink="false">MzjVMmzK</guid><pubDate>Tue, 10 Oct 2023 09:18:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57176738/sfxjkykep2fw6qy4w0kf0bkic2si66jot7e9burf.mp3" length="1262496" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Here, Nick Lovegrove, principal lecturer, explains how universities can support students to develop creative and design skills for later career development.Having worked in graphic design since the late 90s and teaching at the university for eight...</itunes:subtitle><itunes:summary><![CDATA[Here, Nick Lovegrove, principal lecturer, explains how universities can support students to develop creative and design skills for later career development.Having worked in graphic design since the late 90s and teaching at the university for eight years, I have witnessed a game changing levelling of the playing field – the adoption of digital technology, has helped more people than ever before become confident with design tools to tap into their creativity.The variety and accessibility of modern design programs means there are more ways than ever for people to express themselves creatively. I recently contributed to a report from Serif, developer of the Affinity creative suite, called  ‘Nature and Nurture: How universities can help everyone learn design skills’ on the benefits this is having for diversity in design courses, allowing more people than ever to develop skills in UX design and typography, which were previously exclusive to just those industries.This is great news for creative people, and at higher education levels it gives the opportunity to teach uncultivated creative skills or re-teach those which have been forgotten.While creativity is often seen as a gift we innately do or don’t have, it isn’t as simple as that. It is a skill we’re all born with and can nurture as we grow. And, like any other skill that we stop using, overtime we can lose our creative abilities too – but this means it can also be re-taught.Teaching creativity at universityWhile it can be challenging to encourage young people to experiment with creativity, it is possible – and it’s up to us as educators to draw it out of them. All individuals have a natural talent in creative topics, whether in specific areas such as writing, drawing, coding or collage, or in more general areas like coming up with ideas for ad campaigns or problem solving. Each is just as important and holds just as much power as the other.Higher education courses that want to inspire creativity should be idea focused. But in the case of my design students, and many others, they still really need to produce lovely work. Using professional software to collaborate and explore, as well as producing visually appealing and well-crafted work is crucial for their final grades.Most students love being taught about different types of software, it gives them a huge sense of satisfaction to follow a really steep learning curve. As creative as you may or may not be, in the real world, your work needs to appeal not only to clients but also to the general public.In Serif’s report I talk about how young people often only have a few seconds to make an impression with their design work to convince potential employers they are worth hiring. So, it’s important to use good software that pays justice to their skills and ensures their final product is impactful.This was mirrored by Ben Viney, product expert at Serif which develops the Affinity suite of creative software, who pointed out that many design students become stuck in a kind of limbo after graduation and when their student licences expire on products. Many find they’re unable to afford expensive professional-grade software, but unable to get a job without a strong up-to-date portfolio or attractive CV.The benefit to later careersA student’s creative journey can encompass a wide range of skills, and each skill set can lead to different career paths. For example, those on a graphic design course, may focus on motion design and pursue careers in animation and moving image production, while others may work in advertising, marketing or  visually appealing graphics as part of their day-to-day role.Demand for some level of design skills is increasing across most industries. Whether a company is in the creative sector or not, it will have design requirements. Being able to create impressive pitch decks or presentations for clients without relying on external design agencies is a valuable skill in itself – which adds employability and value to...]]></itunes:summary><itunes:duration>316</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>It’s a digital world - the rise of AI in the labour market - at the FE Collective</title><link>https://www.spreaker.com/episode/it-s-a-digital-world-the-rise-of-ai-in-the-labour-market-at-the-fe-collective--57111035</link><description><![CDATA[It’s a digital world - the rise of AI in the labour market - at the FE CollectiveIt’s difficult to grasp just how dependent we are on technology to perform our daily tasks, whether at work or in our personal lives. The labour market is reflective of this new digital world, with the demand for digital skills climbing steadily over the last few years.Currently, 4 out of 10 employers mention digital skills in their job postings. And it’s not just traditionally tech-based jobs (think engineering and software roles) that require digital skills: any other industry and occupation does to some extent. For instance, productivity and collaboration tools such as Microsoft Office are standard in most companies, so employees would be expected to know how to work with them even if their role isn’t highly digital in its nature.AI SKILLS ARE BEING INCREASINGLY REQUESTEDBut digitalisation is a broad term, and it’s been here for a while. There’s a new cool kid on the block that is worth our attention: Artificial Intelligence (AI). We can already see how AI technologies are impacting jobs across industries. Much like the broader digital skills category, AI skills are being increasingly requested regardless of the industry or nature of the role. We can see this sustained growth even in sectors that are mostly customer-facing, such as Accommodation and Food Services or Human Health and Social Work activities.Technology advancements can be scary, especially as their impacts are yet to be fully understood. But there’s no need to panic with AI. In fact, this technology can bring a myriad of opportunities for both businesses and employees. According to Lightcast data, AI jobs are better paid and higher value than non-AI jobs. Think of a Marketing Specialist, for instance. Advertised salaries for Marketing Specialist roles where employers have specified AI skills are, on average, £14,800 more than the same role where AI skills have not been specified – quite a significant difference.SO WHERE ARE UK EMPLOYERS ON THEIR AI JOURNEY?The demand for AI skills is still very much concentrated in the south of the UK, and mostly in large metropolitan cities which tend to have a higher concentration of job postings. For example, Cambridge, with its world-renowned university, and science park employing over 7,000 people, currently takes the lead as the UK hotspot for AI skills, with AI skills mentioned in 2.6% of the city’s job postings. London comes second, with these skills being present in 2% of its job postings, and Oxford comes third, with a 1.9% share.THE FUTURE OF AIReaping the opportunities that AI brings us – and preparing for an increasingly digital future – requires investigating some of these trends in-depth. For example, understanding the top common and specialised skills for AI roles gives companies a sense of the kind of skills they should be requesting. Equally, knowing which AI tools are on the rise and potentially being adopted by competitors helps businesses future-proof their workforce and ensure they are fully equipped for a digitally-driven world.The Lightcast team has done extensive research on the topic of digital and AI skills, and we will be exploring these and other key findings at the FE Collective in Birmingham on 17th October. We look forward to seeing you there!By Elena Magrini, Head of Global Research at Lightcast]]></description><guid isPermaLink="false">ExvRQPxk</guid><pubDate>Fri, 06 Oct 2023 08:21:50 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57111035/bta2hnokz78dbad6kqnsk8ckdavzlvpwlzrwa0j4.mp3" length="805344" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3eb0064-0d28-4456-b0eb-7d6c884416c3/b3eb0064-0d28-4456-b0eb-7d6c884416c3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3eb0064-0d28-4456-b0eb-7d6c884416c3/b3eb0064-0d28-4456-b0eb-7d6c884416c3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3eb0064-0d28-4456-b0eb-7d6c884416c3/b3eb0064-0d28-4456-b0eb-7d6c884416c3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>It’s a digital world - the rise of AI in the labour market - at the FE CollectiveIt’s difficult to grasp just how dependent we are on technology to perform our daily tasks, whether at work or in our personal lives. The labour market is reflective of...</itunes:subtitle><itunes:summary><![CDATA[It’s a digital world - the rise of AI in the labour market - at the FE CollectiveIt’s difficult to grasp just how dependent we are on technology to perform our daily tasks, whether at work or in our personal lives. The labour market is reflective of this new digital world, with the demand for digital skills climbing steadily over the last few years.Currently, 4 out of 10 employers mention digital skills in their job postings. And it’s not just traditionally tech-based jobs (think engineering and software roles) that require digital skills: any other industry and occupation does to some extent. For instance, productivity and collaboration tools such as Microsoft Office are standard in most companies, so employees would be expected to know how to work with them even if their role isn’t highly digital in its nature.AI SKILLS ARE BEING INCREASINGLY REQUESTEDBut digitalisation is a broad term, and it’s been here for a while. There’s a new cool kid on the block that is worth our attention: Artificial Intelligence (AI). We can already see how AI technologies are impacting jobs across industries. Much like the broader digital skills category, AI skills are being increasingly requested regardless of the industry or nature of the role. We can see this sustained growth even in sectors that are mostly customer-facing, such as Accommodation and Food Services or Human Health and Social Work activities.Technology advancements can be scary, especially as their impacts are yet to be fully understood. But there’s no need to panic with AI. In fact, this technology can bring a myriad of opportunities for both businesses and employees. According to Lightcast data, AI jobs are better paid and higher value than non-AI jobs. Think of a Marketing Specialist, for instance. Advertised salaries for Marketing Specialist roles where employers have specified AI skills are, on average, £14,800 more than the same role where AI skills have not been specified – quite a significant difference.SO WHERE ARE UK EMPLOYERS ON THEIR AI JOURNEY?The demand for AI skills is still very much concentrated in the south of the UK, and mostly in large metropolitan cities which tend to have a higher concentration of job postings. For example, Cambridge, with its world-renowned university, and science park employing over 7,000 people, currently takes the lead as the UK hotspot for AI skills, with AI skills mentioned in 2.6% of the city’s job postings. London comes second, with these skills being present in 2% of its job postings, and Oxford comes third, with a 1.9% share.THE FUTURE OF AIReaping the opportunities that AI brings us – and preparing for an increasingly digital future – requires investigating some of these trends in-depth. For example, understanding the top common and specialised skills for AI roles gives companies a sense of the kind of skills they should be requesting. Equally, knowing which AI tools are on the rise and potentially being adopted by competitors helps businesses future-proof their workforce and ensure they are fully equipped for a digitally-driven world.The Lightcast team has done extensive research on the topic of digital and AI skills, and we will be exploring these and other key findings at the FE Collective in Birmingham on 17th October. We look forward to seeing you there!By Elena Magrini, Head of Global Research at Lightcast]]></itunes:summary><itunes:duration>202</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Advanced British Standard – A huge missed opportunity</title><link>https://www.spreaker.com/episode/the-advanced-british-standard-a-huge-missed-opportunity--57111033</link><description><![CDATA[The Advanced British Standard – A huge missed opportunityOn 30 August  FE News reported  on a survey, carried out in the US by  Business Name Generator  , the key finding of which was that “84% of employees and managers believe new employees must possess soft skills and demonstrate this in the hiring process” – soft skills such as communication, problem-solving, critical thinking, self-motivation, flexibility, creativity and leadership.Alas, it appears that this survey – and the many other reports published over the last few years stressing the importance of soft skills – have not been noticed by the government.As we all know, at the Tory Party Conference in Manchester on 4 October, Prime Minister Sunak announced a flagship reform programme for education, with the speech’s soundbites supported by a 39-page report entitled “  A world-class education system – The Advanced British Standard  ”.To quote the report:“This is a long term reform: it will take a decade to deliver in full”.A decade.Well, it’s not every day that the government announces a “long term reform” of education, and since even the government’s estimate is that the reform will take a decade to implement (mmm… government estimate…), the reform must be profound indeed.WHAT DOES THE REFORM LOOK LIKE? WHAT ARE THE INTENDED OUTCOMES?Page 36 of the government’s report provides the answers:The outcome is that 16-18 year-olds will no longer study typically three A Levels or one T Level, but three “majors” and either two or three “minors”, with a condition that English and Maths must be included in the mix.You might expect that the 39-page report would contain much more detail than the Prime Minister’s announcement. So prepare for a disappointment. One page is the contents, three are Gillian Keegan’s foreword, and a further five, the executive summary. That takes us to page 10, the first of a further 9 pages that celebrate the Tory government’s educational achievements since Michael Gove took over as Secretary of State in 2010.So it’s not until page 20 that we learn about the reforms themselves, and although the remaining 19 pages are about the proposals, there is much repetition and very little detail beyond the key headlines (page 21):-  “We will deliver genuine parity of esteem between technical and academic routes”, as achieved by the replacement of the two qualification streams, A Levels and T Levels, by the single Advanced British Standard.-  “We will increase in quality teaching time”, explained as “We need to do more to increase students’ access to and time with high-quality teachers” – which is, I’m sure, a ‘good thing’ to do, but is phrased as if it were somehow the fault of the students, who, by inference, need to be encouraged and cajoled to attend classes. We have to wait until page 32 to read “  This will be achieved by more funded teaching hours  ”. Ah. So the issue is nothing to do with students. It’s about the failure of the government to have provided sufficient funds in the past.-  “We will embed a core of essential knowledge”, this being code for “all 16-18 students must do Maths and English”.-  “We will ensure everyone studies a greater breadth of subjects”, as depicted in the diagram.In addition, there are commitments to:-  “invest in teacher recruitment and retention by giving those who teach key shortage subjects a payment of up to £6,000, tax-free per year, if they are in the first five years of their career”-  “invest an additional c.£150 million each year to support those who do not pass maths and English GCSE at 16 to gain these qualifications”-  “invest an additional £40 million in the Education Endowment Foundation”-  “turbo-charge the best, evidence-based techniques for maths teaching [by investing] £60 million of additional funding for maths education over the next two years”.That’s my summary of what’s in the report.WHAT ABOUT THE CURRICULUM?But to me, much more important is what’s not in the report.Take, for example, the word ‘curriculum’....]]></description><guid isPermaLink="false">bzMq7gzQ</guid><pubDate>Fri, 06 Oct 2023 08:21:50 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57111033/5j4wvrocmocnscf2tdjmua38wqnf4lg7ibfau5jr.mp3" length="1970688" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3d8ef421-d6c7-4905-89d6-56ce1079921b/3d8ef421-d6c7-4905-89d6-56ce1079921b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3d8ef421-d6c7-4905-89d6-56ce1079921b/3d8ef421-d6c7-4905-89d6-56ce1079921b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3d8ef421-d6c7-4905-89d6-56ce1079921b/3d8ef421-d6c7-4905-89d6-56ce1079921b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Advanced British Standard – A huge missed opportunityOn 30 August  FE News reported  on a survey, carried out in the US by  Business Name Generator  , the key finding of which was that “84% of employees and managers believe new employees must...</itunes:subtitle><itunes:summary><![CDATA[The Advanced British Standard – A huge missed opportunityOn 30 August  FE News reported  on a survey, carried out in the US by  Business Name Generator  , the key finding of which was that “84% of employees and managers believe new employees must possess soft skills and demonstrate this in the hiring process” – soft skills such as communication, problem-solving, critical thinking, self-motivation, flexibility, creativity and leadership.Alas, it appears that this survey – and the many other reports published over the last few years stressing the importance of soft skills – have not been noticed by the government.As we all know, at the Tory Party Conference in Manchester on 4 October, Prime Minister Sunak announced a flagship reform programme for education, with the speech’s soundbites supported by a 39-page report entitled “  A world-class education system – The Advanced British Standard  ”.To quote the report:“This is a long term reform: it will take a decade to deliver in full”.A decade.Well, it’s not every day that the government announces a “long term reform” of education, and since even the government’s estimate is that the reform will take a decade to implement (mmm… government estimate…), the reform must be profound indeed.WHAT DOES THE REFORM LOOK LIKE? WHAT ARE THE INTENDED OUTCOMES?Page 36 of the government’s report provides the answers:The outcome is that 16-18 year-olds will no longer study typically three A Levels or one T Level, but three “majors” and either two or three “minors”, with a condition that English and Maths must be included in the mix.You might expect that the 39-page report would contain much more detail than the Prime Minister’s announcement. So prepare for a disappointment. One page is the contents, three are Gillian Keegan’s foreword, and a further five, the executive summary. That takes us to page 10, the first of a further 9 pages that celebrate the Tory government’s educational achievements since Michael Gove took over as Secretary of State in 2010.So it’s not until page 20 that we learn about the reforms themselves, and although the remaining 19 pages are about the proposals, there is much repetition and very little detail beyond the key headlines (page 21):-  “We will deliver genuine parity of esteem between technical and academic routes”, as achieved by the replacement of the two qualification streams, A Levels and T Levels, by the single Advanced British Standard.-  “We will increase in quality teaching time”, explained as “We need to do more to increase students’ access to and time with high-quality teachers” – which is, I’m sure, a ‘good thing’ to do, but is phrased as if it were somehow the fault of the students, who, by inference, need to be encouraged and cajoled to attend classes. We have to wait until page 32 to read “  This will be achieved by more funded teaching hours  ”. Ah. So the issue is nothing to do with students. It’s about the failure of the government to have provided sufficient funds in the past.-  “We will embed a core of essential knowledge”, this being code for “all 16-18 students must do Maths and English”.-  “We will ensure everyone studies a greater breadth of subjects”, as depicted in the diagram.In addition, there are commitments to:-  “invest in teacher recruitment and retention by giving those who teach key shortage subjects a payment of up to £6,000, tax-free per year, if they are in the first five years of their career”-  “invest an additional c.£150 million each year to support those who do not pass maths and English GCSE at 16 to gain these qualifications”-  “invest an additional £40 million in the Education Endowment Foundation”-  “turbo-charge the best, evidence-based techniques for maths teaching [by investing] £60 million of additional funding for maths education over the next two years”.That’s my summary of what’s in the report.WHAT ABOUT THE CURRICULUM?But to me, much more important is what’s not in the report.Take, for example, the word...]]></itunes:summary><itunes:duration>493</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Inclusive leadership and culture in the further education and skills sector – in conversat</title><link>https://www.spreaker.com/episode/inclusive-leadership-and-culture-in-the-further-education-and-skills-sector-in-conversat--57111032</link><description><![CDATA[Inclusive leadership and culture in the further education and skills sector – in conversation with Dr Katerina Kolyva and Professor Jo MaherIn this first of a series of Inclusive Leadership ‘in conversation’ articles, launching in the first week of Black History Month, Dr Katerina Kolyva, and Professor Jo Maher, discuss the importance of inclusive leadership in the further education and skills sector. In part one of this inclusive leadership ‘in conversation’ series, launching in the first week of Black History Month, Dr Katerina Kolyva, CEO of the Education and Training Foundation and Professor Jo Maher, Principal and CEO at Loughborough College, and recently appointed as Loughborough University’s Pro Vice Chancellor for Sport, discuss the importance of inclusive leadership in the further education and skills sector. Together they share their reflections on what is needed to truly embed inclusive leadership in our organisations and across the sector.WHAT DOES INCLUSIVE LEADERSHIP MEAN TO YOU?JM  : For me, inclusive leadership is about that sense of everyone feeling welcome.But it’s not just feeling welcome. One of my colleagues in the Football Association described it as “not about inviting people to the party, it’s making sure that when they get there, there’s the drink that they want and the right food that they need, and that there’s a social circle they can relate to”.It’s that sense of feeling welcomed and valued equally. From a leadership perspective this means making sure that you’ve got a diverse team. Then it is about asking how you integrate them in decision making, how you ensure team dynamics are appropriate and that you’re actively promoting a sense of belonging.KK  : I agree, it’s about feeling welcome but also active participation. Using the party analogy, it’s one thing to have a welcoming and open door but it’s another thing for everybody to feel comfortable in your lounge. Offer them the drink they want, but also appreciate they may not want a drink at all!I think the most important thing with inclusive leadership is not to think you will get it right, all the time. There will always be an opportunity to improve your understanding of your audiences, the people you lead, the people that lead alongside you and how you support them. Also recognising that you need to support yourself too – sometimes we feel we know everything and because we are inclusive, everybody else will be inclusive too. It’s about sharing views and knowledge.HOW DO YOU APPROACH INCLUSION AND INCLUSIVE LEADERSHIP?KK:  For me there are four strands;The first one is data – when I join a new sector or a new organisation that I lead I want to know what the data is telling me, what insight can I use to identify areas to focus on and prioritise.The second one is values – what do the organisational values that tell me about inclusion? Do I see those values embedded and practiced in the behaviours and language used by the people who interact with me internally and externally? What am I’m hearing about external stakeholders, our sector, and our organisation?The third one is strategy – how do I make sure that our current and future strategy is inclusive. How do we make sure we use the right language and that we make our strategy accessible to the wider public and to those we serve.Finally, and the most important thing for me is engagement – how do I engage with those I lead internally, the sector I lead and support externally, key stakeholders and partners that I work alongside for the benefit of our learners. If that engagement is not inclusive, then I haven’t done my job.Something I’m really proud of is my work with the Association of Chief Executives of Voluntary Organisations (ACVO), where I chair their women’s group. I have learned so much from them. It’s great to be part of a community where you can share your own leadership experience, but also be humbled to listen and learn from everybody else’s. I love those kinds of groups where you can ask...]]></description><guid isPermaLink="false">Kx4ZqWzb</guid><pubDate>Fri, 06 Oct 2023 08:21:50 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57111032/3t5r7qqc8jdjcn4ckpe7bl1zo7uynstrx5nek0ia.mp3" length="2694336" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/24abf0e5-c1b6-41e7-bddd-08845f2aec42/24abf0e5-c1b6-41e7-bddd-08845f2aec42.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/24abf0e5-c1b6-41e7-bddd-08845f2aec42/24abf0e5-c1b6-41e7-bddd-08845f2aec42.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/24abf0e5-c1b6-41e7-bddd-08845f2aec42/24abf0e5-c1b6-41e7-bddd-08845f2aec42.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Inclusive leadership and culture in the further education and skills sector – in conversation with Dr Katerina Kolyva and Professor Jo MaherIn this first of a series of Inclusive Leadership ‘in conversation’ articles, launching in the first week of...</itunes:subtitle><itunes:summary><![CDATA[Inclusive leadership and culture in the further education and skills sector – in conversation with Dr Katerina Kolyva and Professor Jo MaherIn this first of a series of Inclusive Leadership ‘in conversation’ articles, launching in the first week of Black History Month, Dr Katerina Kolyva, and Professor Jo Maher, discuss the importance of inclusive leadership in the further education and skills sector. In part one of this inclusive leadership ‘in conversation’ series, launching in the first week of Black History Month, Dr Katerina Kolyva, CEO of the Education and Training Foundation and Professor Jo Maher, Principal and CEO at Loughborough College, and recently appointed as Loughborough University’s Pro Vice Chancellor for Sport, discuss the importance of inclusive leadership in the further education and skills sector. Together they share their reflections on what is needed to truly embed inclusive leadership in our organisations and across the sector.WHAT DOES INCLUSIVE LEADERSHIP MEAN TO YOU?JM  : For me, inclusive leadership is about that sense of everyone feeling welcome.But it’s not just feeling welcome. One of my colleagues in the Football Association described it as “not about inviting people to the party, it’s making sure that when they get there, there’s the drink that they want and the right food that they need, and that there’s a social circle they can relate to”.It’s that sense of feeling welcomed and valued equally. From a leadership perspective this means making sure that you’ve got a diverse team. Then it is about asking how you integrate them in decision making, how you ensure team dynamics are appropriate and that you’re actively promoting a sense of belonging.KK  : I agree, it’s about feeling welcome but also active participation. Using the party analogy, it’s one thing to have a welcoming and open door but it’s another thing for everybody to feel comfortable in your lounge. Offer them the drink they want, but also appreciate they may not want a drink at all!I think the most important thing with inclusive leadership is not to think you will get it right, all the time. There will always be an opportunity to improve your understanding of your audiences, the people you lead, the people that lead alongside you and how you support them. Also recognising that you need to support yourself too – sometimes we feel we know everything and because we are inclusive, everybody else will be inclusive too. It’s about sharing views and knowledge.HOW DO YOU APPROACH INCLUSION AND INCLUSIVE LEADERSHIP?KK:  For me there are four strands;The first one is data – when I join a new sector or a new organisation that I lead I want to know what the data is telling me, what insight can I use to identify areas to focus on and prioritise.The second one is values – what do the organisational values that tell me about inclusion? Do I see those values embedded and practiced in the behaviours and language used by the people who interact with me internally and externally? What am I’m hearing about external stakeholders, our sector, and our organisation?The third one is strategy – how do I make sure that our current and future strategy is inclusive. How do we make sure we use the right language and that we make our strategy accessible to the wider public and to those we serve.Finally, and the most important thing for me is engagement – how do I engage with those I lead internally, the sector I lead and support externally, key stakeholders and partners that I work alongside for the benefit of our learners. If that engagement is not inclusive, then I haven’t done my job.Something I’m really proud of is my work with the Association of Chief Executives of Voluntary Organisations (ACVO), where I chair their women’s group. I have learned so much from them. It’s great to be part of a community where you can share your own leadership experience, but also be humbled to listen and learn from everybody else’s. I love those kinds of groups where you can...]]></itunes:summary><itunes:duration>674</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Unity and maturity: The approach further and higher education need to drive project succes</title><link>https://www.spreaker.com/episode/unity-and-maturity-the-approach-further-and-higher-education-need-to-drive-project-succes--57078080</link><description><![CDATA[Unity and maturity: The approach further and higher education need to drive project successAs further education (FE) and higher education (HE) institutions compete to engage stakeholders and stay relevant in an intensifying market, the increasing pace of change can only be managed through successful transformation projects. To be successful, such projects call for a maturation of project management processes and the adoption of modern cloud tools across diverse portfolios.Further education (FE) and higher education (HE) institutions in the UK are under increasing pressure to deliver exceptional services in the face of global competition, rising tuition fees and a growing number of annual applicants that is estimated to reach one million by  2030  . The shift toward blended learning, changing student demographics and a focus on optimising the student experience is only intensifying this pressure, requiring institutions to adapt in order to meet stakeholder expectations and stay competitive.For such transformations to occur successfully, institutions need to deliver numerous and often complex projects. However, there are many factors that can make this challenging. FE and HE institutions are often large in size, comprising several dozens of departments and have a wide range of stakeholders, including faculty, students, administrators, alumni, and government bodies. Balancing the needs and expectations of these groups can be demanding and as such, a mature, uniform approach to project management is highly beneficial to ensure institutions can sufficiently serve and engage stakeholders.ORGANISATIONAL COMPLEXITY IN FE AND HE INSTITUTIONSThe organisational complexity that exists in FE and HE institutions can make communication and collaboration particularly challenging – two components that are essential for effective project delivery. In tandem with the changeable regulatory environment FE and HE sectors must contend with, the difficulties of navigating institutional priorities and the time limitations arising from the academic calendar can equally impact a wide variety of project portfolios, such as IT and digital, strategic change, infrastructure and estates.To adapt and overcome these obstacles, FE and HE institutions have organised project teams through the establishment of Project Management Offices (PMO), applied formal Project Portfolio Management (PPM) practices and modernised project methodologies. However, the typically siloed approach to such endeavours has meant that processes, maturity levels and digital tools vary significantly between different departments and project portfolios.As a result, FE and HE institutions are now facing increasing pressure to break down these silos to ensure strategic initiatives are effectively executed and align with overarching goals. In removing siloed processes, institutions can achieve more consistent outcomes that minimise friction and inconsistencies in the student experience. Facilitating a collaborative, uniform approach among different departments and portfolios can also lead to innovation and the cross-pollination of ideas, helping to create better solutions to complex challenges and improve the management of interdependencies.ALIGNING PROCESSES AND TERMINOLOGY AND DRIVING CONSISTENT WORKING ACROSS DEPARTMENTAL DIVIDESAligning processes and terminology and driving consistent working across departmental divides is fundamental to achieving greater integration, which in turn requires clear leadership and often significant cultural changes. Whilst this may have been difficult in the past, the widescale adoption of modern cloud technologies by FE and HE institutions in recent years has opened up new opportunities for project teams to collaborate and break down silos.Cloud collaboration platforms, such as Microsoft 365, are already widely utilised by institutions for greater team collaboration and information sharing across departmental or even organisational boundaries. Modern cloud-b...]]></description><guid isPermaLink="false">axyN1k9K</guid><pubDate>Thu, 05 Oct 2023 08:22:04 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57078080/nqhxqkjyvnwg94r3vc2oubnbttntyvmuvsfh4hwk.mp3" length="1440960" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ba823ee-9f21-4f29-a076-74ee186bc929/7ba823ee-9f21-4f29-a076-74ee186bc929.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ba823ee-9f21-4f29-a076-74ee186bc929/7ba823ee-9f21-4f29-a076-74ee186bc929.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7ba823ee-9f21-4f29-a076-74ee186bc929/7ba823ee-9f21-4f29-a076-74ee186bc929.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Unity and maturity: The approach further and higher education need to drive project successAs further education (FE) and higher education (HE) institutions compete to engage stakeholders and stay relevant in an intensifying market, the increasing pace...</itunes:subtitle><itunes:summary><![CDATA[Unity and maturity: The approach further and higher education need to drive project successAs further education (FE) and higher education (HE) institutions compete to engage stakeholders and stay relevant in an intensifying market, the increasing pace of change can only be managed through successful transformation projects. To be successful, such projects call for a maturation of project management processes and the adoption of modern cloud tools across diverse portfolios.Further education (FE) and higher education (HE) institutions in the UK are under increasing pressure to deliver exceptional services in the face of global competition, rising tuition fees and a growing number of annual applicants that is estimated to reach one million by  2030  . The shift toward blended learning, changing student demographics and a focus on optimising the student experience is only intensifying this pressure, requiring institutions to adapt in order to meet stakeholder expectations and stay competitive.For such transformations to occur successfully, institutions need to deliver numerous and often complex projects. However, there are many factors that can make this challenging. FE and HE institutions are often large in size, comprising several dozens of departments and have a wide range of stakeholders, including faculty, students, administrators, alumni, and government bodies. Balancing the needs and expectations of these groups can be demanding and as such, a mature, uniform approach to project management is highly beneficial to ensure institutions can sufficiently serve and engage stakeholders.ORGANISATIONAL COMPLEXITY IN FE AND HE INSTITUTIONSThe organisational complexity that exists in FE and HE institutions can make communication and collaboration particularly challenging – two components that are essential for effective project delivery. In tandem with the changeable regulatory environment FE and HE sectors must contend with, the difficulties of navigating institutional priorities and the time limitations arising from the academic calendar can equally impact a wide variety of project portfolios, such as IT and digital, strategic change, infrastructure and estates.To adapt and overcome these obstacles, FE and HE institutions have organised project teams through the establishment of Project Management Offices (PMO), applied formal Project Portfolio Management (PPM) practices and modernised project methodologies. However, the typically siloed approach to such endeavours has meant that processes, maturity levels and digital tools vary significantly between different departments and project portfolios.As a result, FE and HE institutions are now facing increasing pressure to break down these silos to ensure strategic initiatives are effectively executed and align with overarching goals. In removing siloed processes, institutions can achieve more consistent outcomes that minimise friction and inconsistencies in the student experience. Facilitating a collaborative, uniform approach among different departments and portfolios can also lead to innovation and the cross-pollination of ideas, helping to create better solutions to complex challenges and improve the management of interdependencies.ALIGNING PROCESSES AND TERMINOLOGY AND DRIVING CONSISTENT WORKING ACROSS DEPARTMENTAL DIVIDESAligning processes and terminology and driving consistent working across departmental divides is fundamental to achieving greater integration, which in turn requires clear leadership and often significant cultural changes. Whilst this may have been difficult in the past, the widescale adoption of modern cloud technologies by FE and HE institutions in recent years has opened up new opportunities for project teams to collaborate and break down silos.Cloud collaboration platforms, such as Microsoft 365, are already widely utilised by institutions for greater team collaboration and information sharing across departmental or even organisational boundaries. Modern...]]></itunes:summary><itunes:duration>361</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>FE Collective: NCFE’s AI in Assessment Journey</title><link>https://www.spreaker.com/episode/fe-collective-ncfe-s-ai-in-assessment-journey--57055533</link><description><![CDATA[FE Collective: NCFE’s AI in Assessment JourneySince 2021, NCFE has been investigating the use of artificial intelligence (AI) to support our assessment activities. AI is extremely flexible, so early work focussed on ‘the art of the possible’, understanding what capabilities NCFE may want and how our treasure trove of data may be able to get us there. We have also funded other organisations to explore AI through our Assessment Innovation Fund – a £1 million investment on behalf of the sector for advances in assessment practices.For some subject areas, we’ve found that generative AI (genAI) was good at creating new assessment items – once the prompt engine was thoroughly trained by digitally capturing our assessment production logic. This opens the possibility of creating hundreds of new questions with a few clicks, however all outputs needed some human editing and some items had to be discarded completely or amended significantly.For some subjects, like English, the discard rate was high enough to go back to the drawing board on the prompts for the time being. One colleague summed this up well when she said: “It looks like your AI has swallowed a thesaurus this morning.” Commenting that often genAI can use overly complicated language.FORMATIVE ASSESSMENT AND NATURAL LANGUAGE PROCESSINGWe’ve used formative assessment and natural language processing to automatically plot a route through content for learners, personalising their journey based on their strengths (less content) and development areas (more content). Once a learning need was identified, the system searched through written and video content and served up the closest matches it could find for the learner to read or watch.The technology worked effectively, and learners liked and benefitted from the experience. There were some access issues, and some teachers found it hard to shoehorn in screen-time to their lessons, but overall learners and educators felt that AI had enhanced learning.USING AI IN THE FORMATIVE ASSESSMENT SPACEAlso in the formative assessment space, we’ve found that AI can provide learners with feedback on their work that helps them to produce a better response. AI models trained using human experts were able to label natural language, allowing learners to check the comprehensiveness of their answers before completion.Using a similar training method, learners have received feedback on the content of their responses, showing which areas are likely to be strengths and which areas could be improved. These systems support learners to craft better responses to a homework question, piece of coursework, or mock exam answer, before submitting it to a teacher for marking.CAN AI AUTOMATE HUMAN WORK?Automating marking and moderation should also be within the capabilities of well-trained AI models. Indeed, we’ve found that models trained using examiner marked responses could apply the logic to novel question responses well – giving the same mark as human experts up to 95% of the time on short answer questions. The alignment was slightly lower on longer responses however this requires us to ask the question of what amount of disagreement we would accept?This question goes to the heart of whether AI can automate human work, because we’ll have to accept an imperfect computer system, just like we accept that humans aren’t perfect.One thing is clear, the use of large language models for providing feedback will lead to some inaccurate feedback and could harm learning. The sector should be aware that automation in the form of content generation, personalisation, feedback, and marking will require investment of time and effort to train the AI models.Relying on the large language models, which are now very accessible in the form of ChatGPT, Bard and others, will not provide the high standard of service we expect of our educators.By Gray Mytton, Assessment Innovation Manager, NCFEInterested in meeting Gray in person? Join us at the FE Collective in Birmingham on October 17th!...]]></description><guid isPermaLink="false">39Dl7791</guid><pubDate>Wed, 04 Oct 2023 08:22:52 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57055533/ymyzz1hice6lnxvzp1h8nxcxp6bxou4suvom96ay.mp3" length="1009440" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/858d725e-5515-49a5-bf05-e286fcd5bebf/858d725e-5515-49a5-bf05-e286fcd5bebf.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/858d725e-5515-49a5-bf05-e286fcd5bebf/858d725e-5515-49a5-bf05-e286fcd5bebf.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/858d725e-5515-49a5-bf05-e286fcd5bebf/858d725e-5515-49a5-bf05-e286fcd5bebf.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>FE Collective: NCFE’s AI in Assessment JourneySince 2021, NCFE has been investigating the use of artificial intelligence (AI) to support our assessment activities. AI is extremely flexible, so early work focussed on ‘the art of the possible’,...</itunes:subtitle><itunes:summary><![CDATA[FE Collective: NCFE’s AI in Assessment JourneySince 2021, NCFE has been investigating the use of artificial intelligence (AI) to support our assessment activities. AI is extremely flexible, so early work focussed on ‘the art of the possible’, understanding what capabilities NCFE may want and how our treasure trove of data may be able to get us there. We have also funded other organisations to explore AI through our Assessment Innovation Fund – a £1 million investment on behalf of the sector for advances in assessment practices.For some subject areas, we’ve found that generative AI (genAI) was good at creating new assessment items – once the prompt engine was thoroughly trained by digitally capturing our assessment production logic. This opens the possibility of creating hundreds of new questions with a few clicks, however all outputs needed some human editing and some items had to be discarded completely or amended significantly.For some subjects, like English, the discard rate was high enough to go back to the drawing board on the prompts for the time being. One colleague summed this up well when she said: “It looks like your AI has swallowed a thesaurus this morning.” Commenting that often genAI can use overly complicated language.FORMATIVE ASSESSMENT AND NATURAL LANGUAGE PROCESSINGWe’ve used formative assessment and natural language processing to automatically plot a route through content for learners, personalising their journey based on their strengths (less content) and development areas (more content). Once a learning need was identified, the system searched through written and video content and served up the closest matches it could find for the learner to read or watch.The technology worked effectively, and learners liked and benefitted from the experience. There were some access issues, and some teachers found it hard to shoehorn in screen-time to their lessons, but overall learners and educators felt that AI had enhanced learning.USING AI IN THE FORMATIVE ASSESSMENT SPACEAlso in the formative assessment space, we’ve found that AI can provide learners with feedback on their work that helps them to produce a better response. AI models trained using human experts were able to label natural language, allowing learners to check the comprehensiveness of their answers before completion.Using a similar training method, learners have received feedback on the content of their responses, showing which areas are likely to be strengths and which areas could be improved. These systems support learners to craft better responses to a homework question, piece of coursework, or mock exam answer, before submitting it to a teacher for marking.CAN AI AUTOMATE HUMAN WORK?Automating marking and moderation should also be within the capabilities of well-trained AI models. Indeed, we’ve found that models trained using examiner marked responses could apply the logic to novel question responses well – giving the same mark as human experts up to 95% of the time on short answer questions. The alignment was slightly lower on longer responses however this requires us to ask the question of what amount of disagreement we would accept?This question goes to the heart of whether AI can automate human work, because we’ll have to accept an imperfect computer system, just like we accept that humans aren’t perfect.One thing is clear, the use of large language models for providing feedback will lead to some inaccurate feedback and could harm learning. The sector should be aware that automation in the form of content generation, personalisation, feedback, and marking will require investment of time and effort to train the AI models.Relying on the large language models, which are now very accessible in the form of ChatGPT, Bard and others, will not provide the high standard of service we expect of our educators.By Gray Mytton, Assessment Innovation Manager, NCFEInterested in meeting Gray in person? Join us at the FE Collective in Birmingham on October...]]></itunes:summary><itunes:duration>253</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Protecting Educational Integrity: The Role of Online Identity Verification</title><link>https://www.spreaker.com/episode/protecting-educational-integrity-the-role-of-online-identity-verification--57055531</link><description><![CDATA[Protecting Educational Integrity: The Role of Online Identity VerificationIn response to fraudulent exam papers circulating on social media platforms, online identity verification is crucial in protecting educational integrity. The return to pre-pandemic grading standards has led to more students failing their GCSEs, making the purchase of these papers an enticing proposition. Social media platforms must implement robust online identity verification measures: consumer demand is strong, and such a move would be in tune with the Online Safety Bill currently in progress through Parliament. Online identity verification is crucial for a safer digital environment and the safeguarding of vulnerable students.This summer, the number of top grades awarded to GCSE students  fell significantly  after exam boards returned to pre-pandemic grading standards. Hundreds of thousands more teenagers have failed one or more of their GCSEs as the “exams reset” began to take effect.Beyond the challenges posed by changes in grading standards, there is a related but equally pressing issue plaguing the education system — the spread of fraudulent exam papers on social media platforms. Exam resits take place in GCSE English and Maths in the autumn, which means there’s likely to be another increase in the number of social media accounts falsely claiming to sell genuine exam papers. For the integrity of the education system, it’s vital that we prioritise online identity verification to prevent fraudsters from preying on the anxiety and desperation of vulnerable students at times of high stress.SOCIAL MEDIA PLATFORMS CAN MITIGATE RISKSThe internet and social media have powered remarkable innovations in EdTech, not least during the pandemic. While these advantages are to be welcomed, it’s important that players in the space don’t lose sight of the risks made possible by anonymity. The BBC  reported  the sale of incredibly expensive fake exam papers this summer, and this trend looks set to continue in the absence of adequate safeguards.Thankfully for businesses, reinforcing educational integrity is a shared responsibility. While exam boards have a role to play in maintaining standards, social media platforms must do their utmost to ensure that their platforms are not used to facilitate this kind of fraud. By implementing robust online identity verification – i.e., by being asked to take a selfie and a photo of their government-issued ID – at the account opening stage, it’s likely that a user seeking to exploit the platform for this means would be deterred, not wanting their real identity to be associated with this kind of fraud.CONSUMER DEMAND FOR VERIFICATIONLuckily robust identity verification measures aren’t something that would have a detrimental impact on the ‘good’ users, using the platforms as intended. In fact, according to our most recent  On  l  ine Consumer Identity study,  over half (54%) of UK adults believe that biometric verification should be implemented for social media. The only sector in which consumers place higher importance on using biometric verification is financial services (71%), reflecting the strong demand for enhanced security and authenticity on social media platforms.This appetite for a more robust ecosystem is more than a passing trend. It’s indicative of a growing awareness among users about the need for trust and credibility online. With the right measures in place, social media platforms will not only help protect students but make their mark on a safer digital environment for all.A TURNING POINT IN ONLINE SAFETYWhat’s more, the passing of the Online Safety Bill should be seen as a stepping stone for companies to move in the right direction. It is hoped that the Bill will empower authorities to hold platforms accountable for the content their users share. Meta, Instagram, TikTok and Snapchat have all pledged to remove accounts promoting fraud or scams when flagged by moderators.However, while this is a positive development,...]]></description><guid isPermaLink="false">bLPO7kz5</guid><pubDate>Wed, 04 Oct 2023 08:22:52 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57055531/7ttzu4idcdqyir2b5tzjqjhkx8vyl6cucmyqjjyi.mp3" length="1243200" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9d9d5d-1aee-4e1c-a632-143e954979ed/4d9d9d5d-1aee-4e1c-a632-143e954979ed.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9d9d5d-1aee-4e1c-a632-143e954979ed/4d9d9d5d-1aee-4e1c-a632-143e954979ed.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9d9d5d-1aee-4e1c-a632-143e954979ed/4d9d9d5d-1aee-4e1c-a632-143e954979ed.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Protecting Educational Integrity: The Role of Online Identity VerificationIn response to fraudulent exam papers circulating on social media platforms, online identity verification is crucial in protecting educational integrity. The return to...</itunes:subtitle><itunes:summary><![CDATA[Protecting Educational Integrity: The Role of Online Identity VerificationIn response to fraudulent exam papers circulating on social media platforms, online identity verification is crucial in protecting educational integrity. The return to pre-pandemic grading standards has led to more students failing their GCSEs, making the purchase of these papers an enticing proposition. Social media platforms must implement robust online identity verification measures: consumer demand is strong, and such a move would be in tune with the Online Safety Bill currently in progress through Parliament. Online identity verification is crucial for a safer digital environment and the safeguarding of vulnerable students.This summer, the number of top grades awarded to GCSE students  fell significantly  after exam boards returned to pre-pandemic grading standards. Hundreds of thousands more teenagers have failed one or more of their GCSEs as the “exams reset” began to take effect.Beyond the challenges posed by changes in grading standards, there is a related but equally pressing issue plaguing the education system — the spread of fraudulent exam papers on social media platforms. Exam resits take place in GCSE English and Maths in the autumn, which means there’s likely to be another increase in the number of social media accounts falsely claiming to sell genuine exam papers. For the integrity of the education system, it’s vital that we prioritise online identity verification to prevent fraudsters from preying on the anxiety and desperation of vulnerable students at times of high stress.SOCIAL MEDIA PLATFORMS CAN MITIGATE RISKSThe internet and social media have powered remarkable innovations in EdTech, not least during the pandemic. While these advantages are to be welcomed, it’s important that players in the space don’t lose sight of the risks made possible by anonymity. The BBC  reported  the sale of incredibly expensive fake exam papers this summer, and this trend looks set to continue in the absence of adequate safeguards.Thankfully for businesses, reinforcing educational integrity is a shared responsibility. While exam boards have a role to play in maintaining standards, social media platforms must do their utmost to ensure that their platforms are not used to facilitate this kind of fraud. By implementing robust online identity verification – i.e., by being asked to take a selfie and a photo of their government-issued ID – at the account opening stage, it’s likely that a user seeking to exploit the platform for this means would be deterred, not wanting their real identity to be associated with this kind of fraud.CONSUMER DEMAND FOR VERIFICATIONLuckily robust identity verification measures aren’t something that would have a detrimental impact on the ‘good’ users, using the platforms as intended. In fact, according to our most recent  On  l  ine Consumer Identity study,  over half (54%) of UK adults believe that biometric verification should be implemented for social media. The only sector in which consumers place higher importance on using biometric verification is financial services (71%), reflecting the strong demand for enhanced security and authenticity on social media platforms.This appetite for a more robust ecosystem is more than a passing trend. It’s indicative of a growing awareness among users about the need for trust and credibility online. With the right measures in place, social media platforms will not only help protect students but make their mark on a safer digital environment for all.A TURNING POINT IN ONLINE SAFETYWhat’s more, the passing of the Online Safety Bill should be seen as a stepping stone for companies to move in the right direction. It is hoped that the Bill will empower authorities to hold platforms accountable for the content their users share. Meta, Instagram, TikTok and Snapchat have all pledged to remove accounts promoting fraud or scams when flagged by moderators.However, while this is a positive...]]></itunes:summary><itunes:duration>311</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why a new online solution could be the key to increasing first-time pass rates in Function</title><link>https://www.spreaker.com/episode/why-a-new-online-solution-could-be-the-key-to-increasing-first-time-pass-rates-in-function--57055530</link><description><![CDATA[Why a new online solution could be the key to increasing first-time pass rates in Functional SkillsIn this article the author discusses a digital practice paper that helps learners better prepare for Functional Skills exams by improving accessibility of content and offering tailored feedback and guidance.ARCHAIC APPROACHES IN AN ADVANCING WORLDFor many FE providers, cumbersome practice paper preparation for Functional Skills exams is mainly comprised of printed papers piling up on tutor desks or multiple screen shots of answers flooding tutor inboxes.It’s an outdated and inefficient way of preparing learners, whilst swamping tutors with marking. This is why, even before the Covid-19 pandemic, we were investing in the development of our online practice paper solution, knowing that to match the expectations of translating learner knowledge in digital formats, we needed to simulate experiences of final online exams.We all know that marking is among the top negative effects on workload1, leaving tutors with limited time for the development of course delivery and CPD2. Developing an online practice paper solution has facilitated the headspace for our tutors to reflect and improve on delivery and manage their work-life balance, which has in tern seen our first time pass rates increase to 86% in 2022-2023.This shift in exam preparation has enabled us to take advantage of the benefits of taking final exams online – mainly cheaper costs, quicker results and the ability to allow learners to complete their exams in the comfort of their own home. Being an integral part of the adaptation and advancement in our delivery and preparation is something that I take real pride in; the positive impact it has had on our learners and tutors has been well worth the investment.ROBUST PREPARATION ACKNOWLEDGED AS VITALMany Functional Skills learners are plagued by a history of falling short in exams, exam anxiety and general aversion to traditional education. They might have obtained the skills they need from their Functional Skills courses, but translating and demonstrating these in their exams is a whole other ball game.As Chief Examiner reports from the NCFE3 and City and Guilds4 state, to maximise chances of passing Functional Skills exams, learners need to make full use of sample papers to prepare for passing them. If your learners are completing their exams online however, how can you prepare for these on paper? How do you support learners who are being tutored online? How on earth do you tackle the looming anxiety gremlins ready to jump onto the shoulders of learners once the timer starts?We face a plethora of problems, but at Runway Training, we have found a solution that works for our learners and tutors and are now aiming to quantify the impact it has with backing from the NCFE and their Assessment Innovation Fund.We have digitalised all of our Functional Skills practice papers, making them as like the final exams as possible, giving learners an authentic simulation of their final exam experience. Our practice paper solution has been developed to provide the following features to replicate their final exams: a countdown timer; no use of spell checker in writing activities; graph functionality without the need to download software; use of flagging function to develop exam strategies and locking out of non-calculator section of maths exams after moving onto calculator sections.Our independent, moderated markers then mark the practice exams within 48 hours, providing bespoke feedback and revision prompts to learners (and to their tutors), with their score and indication as to whether they achieved a ‘pass’ or ‘not yet a pass’ in their attempt. All of this information is sent immediately to learners and tutors via email, quickly giving learners the praise they deserve for the efforts and achievements, as well as concise feedback regarding revision and gaps in knowledge.ADAPT, EVOLVE AND SUCCEEDDigital resources, like ours, are needed and wanted by...]]></description><guid isPermaLink="false">5L3kY0L2</guid><pubDate>Wed, 04 Oct 2023 08:22:52 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57055530/u0t3mcsutkxni54qpjyxjbnsrgrf6edmnlxg4bdj.mp3" length="1211904" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652/cc9e4fe4-ad5e-43b0-947d-9a15ebc49652.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Why a new online solution could be the key to increasing first-time pass rates in Functional SkillsIn this article the author discusses a digital practice paper that helps learners better prepare for Functional Skills exams by improving accessibility...</itunes:subtitle><itunes:summary><![CDATA[Why a new online solution could be the key to increasing first-time pass rates in Functional SkillsIn this article the author discusses a digital practice paper that helps learners better prepare for Functional Skills exams by improving accessibility of content and offering tailored feedback and guidance.ARCHAIC APPROACHES IN AN ADVANCING WORLDFor many FE providers, cumbersome practice paper preparation for Functional Skills exams is mainly comprised of printed papers piling up on tutor desks or multiple screen shots of answers flooding tutor inboxes.It’s an outdated and inefficient way of preparing learners, whilst swamping tutors with marking. This is why, even before the Covid-19 pandemic, we were investing in the development of our online practice paper solution, knowing that to match the expectations of translating learner knowledge in digital formats, we needed to simulate experiences of final online exams.We all know that marking is among the top negative effects on workload1, leaving tutors with limited time for the development of course delivery and CPD2. Developing an online practice paper solution has facilitated the headspace for our tutors to reflect and improve on delivery and manage their work-life balance, which has in tern seen our first time pass rates increase to 86% in 2022-2023.This shift in exam preparation has enabled us to take advantage of the benefits of taking final exams online – mainly cheaper costs, quicker results and the ability to allow learners to complete their exams in the comfort of their own home. Being an integral part of the adaptation and advancement in our delivery and preparation is something that I take real pride in; the positive impact it has had on our learners and tutors has been well worth the investment.ROBUST PREPARATION ACKNOWLEDGED AS VITALMany Functional Skills learners are plagued by a history of falling short in exams, exam anxiety and general aversion to traditional education. They might have obtained the skills they need from their Functional Skills courses, but translating and demonstrating these in their exams is a whole other ball game.As Chief Examiner reports from the NCFE3 and City and Guilds4 state, to maximise chances of passing Functional Skills exams, learners need to make full use of sample papers to prepare for passing them. If your learners are completing their exams online however, how can you prepare for these on paper? How do you support learners who are being tutored online? How on earth do you tackle the looming anxiety gremlins ready to jump onto the shoulders of learners once the timer starts?We face a plethora of problems, but at Runway Training, we have found a solution that works for our learners and tutors and are now aiming to quantify the impact it has with backing from the NCFE and their Assessment Innovation Fund.We have digitalised all of our Functional Skills practice papers, making them as like the final exams as possible, giving learners an authentic simulation of their final exam experience. Our practice paper solution has been developed to provide the following features to replicate their final exams: a countdown timer; no use of spell checker in writing activities; graph functionality without the need to download software; use of flagging function to develop exam strategies and locking out of non-calculator section of maths exams after moving onto calculator sections.Our independent, moderated markers then mark the practice exams within 48 hours, providing bespoke feedback and revision prompts to learners (and to their tutors), with their score and indication as to whether they achieved a ‘pass’ or ‘not yet a pass’ in their attempt. All of this information is sent immediately to learners and tutors via email, quickly giving learners the praise they deserve for the efforts and achievements, as well as concise feedback regarding revision and gaps in knowledge.ADAPT, EVOLVE AND SUCCEEDDigital resources, like ours, are needed and...]]></itunes:summary><itunes:duration>303</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Standing up for older workers in the North</title><link>https://www.spreaker.com/episode/standing-up-for-older-workers-in-the-north--57040830</link><description><![CDATA[Standing up for older workers in the NorthStephen Lambert examines the plight of Northern older workers locked out of the labour market and outlines what needs to be done to overcome barriers to work, training and adult/community education amongst this ‘disregarded and forgotten’ group.Although the level of North-east regional unemployment has increased, one group that appears to be over-looked by central government is the over-50s – a growing demographic both in North and else where in the UK.It is true that most people in this cohort are in paid work, with a significant minority of middle-class professionals, having opted for flexible working or a four-day week.WHY SO PEOPLE NATIONALLY AGED 50-64 REMAIN ECONOMICALLY INACTIVEThe stark reality is that one million people nationally aged 50 to 64 remain ”economically inactive”. The key question is why. In the last two years since the end of the Covid lockdown, there has been a regional concern about the rise in economic inactivity amongst adults over 50 who have not returned to the workforce.In the UK 565,000 older people have vanished from the labour force. According to latest figures inactivity in this group has risen sharply in Newcastle since 2020 following a fall since 2012, in a pattern similar to other core cities like Leeds, Liverpool and Sheffield.This rise seems to be driven by two key factors. One, an increase in the number of people reporting long-long-term sickness and disability. And two, a rise in the number of people looking after home or caring for family members.Yet, according to Age UK over half a million would work if an employer offered them a job. Many are women in their late 50s who can no longer access their state pension at 60. Worklessness in this ‘forgotten group’ has been brought on by a number of factors such as redundancy, ill-health, burn-out or ”enforced early retirement”. It’s hard for the Northern worker to find another job. For others aged over 55, the problem is under-employment which in some ways, is a problematic as unemployment.VICTIMS OF GLOBALISATION AND AUTOMATIONMost jobless over-50s are former blue-collar workers living in ‘Red-Wall’ de-industrialised towns like Ashington, Blyth and Stanley. Thousands are the victims of globalisation and automation which has helped to cause long-term unemployment leaving many consigned to the economic scrapheap . For some working-class men over 50, the only real developments have been football, walking the dog, afternoon drinking and day-time TV.Some are disconnected from economic opportunities partly due to poor regional public transport networks. A significant minority do live near major employment, development sites and retail parks, but are sadly to often overlooked by employers.Large numbers of older men and women live in neighbourhoods, such as outer-council estates, which have high rates of poverty, unemployment, low skill sets and ill-health . Many 55-year- olds left school at 16. They’re less likely to to be equipped to compete in digital, fast paced labour market which favours IT-savvy young adults. In the former coalfield communities of the North the educationalist Robin Simmons argues in his new book, ‘The Ghost of Coal’, some older people are locked into a cycle of deprivation that acts as a barrier and prevents certain neighbourhoods from fulfilling their potential.DISCRIMINATIONAccording to the Centre For Ageing Better age-based discrimination is rife. Research reveals that women over 50 are 25 times less likely to be offered a job interview than their peers in their mid-twenties. Younger men were three times more likely to get an interview than their older peers over 50 while among the women the gap was five times.Yet adult verbal, communication skills and intiative remains unchanged as a person ages. Findings produced by the lobby group, Business In the Community, reveal that older workers are half as likely to take a sick day compared to younger employees. And eight out of 10 employer...]]></description><guid isPermaLink="false">BzJq7k9r</guid><pubDate>Tue, 03 Oct 2023 08:22:17 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57040830/zlrd7elwpsbgs5ddxsqjim74za8zjhcu0ypl4cpp.mp3" length="1399680" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ead87fb4-a4c9-4c3b-a179-5be94809314b/ead87fb4-a4c9-4c3b-a179-5be94809314b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ead87fb4-a4c9-4c3b-a179-5be94809314b/ead87fb4-a4c9-4c3b-a179-5be94809314b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ead87fb4-a4c9-4c3b-a179-5be94809314b/ead87fb4-a4c9-4c3b-a179-5be94809314b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Standing up for older workers in the NorthStephen Lambert examines the plight of Northern older workers locked out of the labour market and outlines what needs to be done to overcome barriers to work, training and adult/community education amongst...</itunes:subtitle><itunes:summary><![CDATA[Standing up for older workers in the NorthStephen Lambert examines the plight of Northern older workers locked out of the labour market and outlines what needs to be done to overcome barriers to work, training and adult/community education amongst this ‘disregarded and forgotten’ group.Although the level of North-east regional unemployment has increased, one group that appears to be over-looked by central government is the over-50s – a growing demographic both in North and else where in the UK.It is true that most people in this cohort are in paid work, with a significant minority of middle-class professionals, having opted for flexible working or a four-day week.WHY SO PEOPLE NATIONALLY AGED 50-64 REMAIN ECONOMICALLY INACTIVEThe stark reality is that one million people nationally aged 50 to 64 remain ”economically inactive”. The key question is why. In the last two years since the end of the Covid lockdown, there has been a regional concern about the rise in economic inactivity amongst adults over 50 who have not returned to the workforce.In the UK 565,000 older people have vanished from the labour force. According to latest figures inactivity in this group has risen sharply in Newcastle since 2020 following a fall since 2012, in a pattern similar to other core cities like Leeds, Liverpool and Sheffield.This rise seems to be driven by two key factors. One, an increase in the number of people reporting long-long-term sickness and disability. And two, a rise in the number of people looking after home or caring for family members.Yet, according to Age UK over half a million would work if an employer offered them a job. Many are women in their late 50s who can no longer access their state pension at 60. Worklessness in this ‘forgotten group’ has been brought on by a number of factors such as redundancy, ill-health, burn-out or ”enforced early retirement”. It’s hard for the Northern worker to find another job. For others aged over 55, the problem is under-employment which in some ways, is a problematic as unemployment.VICTIMS OF GLOBALISATION AND AUTOMATIONMost jobless over-50s are former blue-collar workers living in ‘Red-Wall’ de-industrialised towns like Ashington, Blyth and Stanley. Thousands are the victims of globalisation and automation which has helped to cause long-term unemployment leaving many consigned to the economic scrapheap . For some working-class men over 50, the only real developments have been football, walking the dog, afternoon drinking and day-time TV.Some are disconnected from economic opportunities partly due to poor regional public transport networks. A significant minority do live near major employment, development sites and retail parks, but are sadly to often overlooked by employers.Large numbers of older men and women live in neighbourhoods, such as outer-council estates, which have high rates of poverty, unemployment, low skill sets and ill-health . Many 55-year- olds left school at 16. They’re less likely to to be equipped to compete in digital, fast paced labour market which favours IT-savvy young adults. In the former coalfield communities of the North the educationalist Robin Simmons argues in his new book, ‘The Ghost of Coal’, some older people are locked into a cycle of deprivation that acts as a barrier and prevents certain neighbourhoods from fulfilling their potential.DISCRIMINATIONAccording to the Centre For Ageing Better age-based discrimination is rife. Research reveals that women over 50 are 25 times less likely to be offered a job interview than their peers in their mid-twenties. Younger men were three times more likely to get an interview than their older peers over 50 while among the women the gap was five times.Yet adult verbal, communication skills and intiative remains unchanged as a person ages. Findings produced by the lobby group, Business In the Community, reveal that older workers are half as likely to take a sick day compared to younger employees. And eight out of 10...]]></itunes:summary><itunes:duration>350</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI and Literacies at the FE Collective</title><link>https://www.spreaker.com/episode/ai-and-literacies-at-the-fe-collective--57040828</link><description><![CDATA[AI and Literacies at the FE CollectiveIn preparation for the upcoming  FE Collective event  , Vikki Liogier, Education and Training Foundation’s National Head of EdTech &amp; Digital Skills, discusses AI and literacies. This article serves as an introduction to her session and recounts her exploration of the intersection between  open AI  and art.A year ago, in September 2022, I began my journey into the world of art and AI. That’s when I decided to start an  Instagram account  to share my creative experiments and what I was learning.So, what did I figure out? Well, the magic of generative AI was overwhelming. With just a few simple words, I could whip up not just one but several visuals in seconds. The simplicity of these AI tools is reminiscent of photography, where a mere click captures a moment. AI tools’ ability to easily generate vast amounts of high-quality images is simply astonishing. To put it into perspective, according to Jason Dorrier (  Oct 2022  ), OpenAI claimed that DALL-E alone was generating over 2 million images a day!But here is the catch: just like snapping pictures doesn’t make everyone a professional photographer, producing AI visuals doesn’t mean it is automatically good art. The real deal is using the right words and prompts. It is about the power of words!The skill to craft compelling prompts through word associations, combinations, and clear descriptions are the keystones to enhancing our visual outputs. But it doesn’t stop there. Our proficiency in art and media literacy plays an equally pivotal role when directing AI to produce visuals. Our ability to envision and compose, our grasp of art history, and our knack for deciphering and interpreting visuals all contribute to the equation. Understanding colors, contrasts, techniques, and rendering processes allows us to provide clearer instructions to generative AI tools.However, literacy in this age of AI encompasses more than traditional reading and writing. It extends to cover various facets of communication. AI technology, as it reshapes our world, influences a multitude of literacy dimensions—digital literacy, media literacy, information literacy, and beyond. When we discuss AI, we must acknowledge its far-reaching effects on these essential literacy skills.IS OPENAI A FRIEND OR A FOE IN THIS BRAVE NEW WORLD?OpenAI is, at its core, a tool. It is to Adobe Photoshop what Photoshop was to photography. What really matters is how we use this tool. Mastery of the tools at our disposal can take our creativity and performance to new heights. Literacies evolve and they are the foundation upon which individuals construct their ability to navigate the world they live in, encompassing traditional written communication and the ever-evolving digital, media and information-driven landscape.It is not about people versus machines; it is about people and machines working in tandem to craft a brighter, more creative tomorrow. As educators, we have a job to do, preparing learners for the fast-changing world of work. Both adaptive and generative AI systems are and will continue to exponentially disrupt the labour market. That’s why we need to roll with AI’s potential, be open to learning, and use it to improve how we teach. By doing that, we can get learners ready for the AI-powered future.To sum it up, my one-year journey into art and AI has been mind-blowing. Harnessing the power of generative AI is a game-changer!As we gear up for the October FE Collective Event, I invite you to dive into AI’s potential. It is a tool that can inspire you and take your ideas to a whole new level while helping you become more efficient. Let’s harness the power of words and nurture our literacies in the age of AI.By Vikki Liogier  ,  National Head of EdTech &amp; Digital Skills, Education and Training FoundationINTERESTED IN MEETING VIKKI LIOGIER IN PERSON?Join us at the FE Collective in Birmingham on October 17th!The FE Collective is a significant event where we collaborate to create...]]></description><guid isPermaLink="false">l9XO8Zx0</guid><pubDate>Tue, 03 Oct 2023 08:22:17 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57040828/c2noh5j48ss2blvyp7ima3v8ygwj813ztu4he61t.mp3" length="1026240" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85358020-191f-45ac-bb3b-10302d8c7550/85358020-191f-45ac-bb3b-10302d8c7550.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85358020-191f-45ac-bb3b-10302d8c7550/85358020-191f-45ac-bb3b-10302d8c7550.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85358020-191f-45ac-bb3b-10302d8c7550/85358020-191f-45ac-bb3b-10302d8c7550.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI and Literacies at the FE CollectiveIn preparation for the upcoming  FE Collective event  , Vikki Liogier, Education and Training Foundation’s National Head of EdTech &amp;amp; Digital Skills, discusses AI and literacies. This article serves as an...</itunes:subtitle><itunes:summary><![CDATA[AI and Literacies at the FE CollectiveIn preparation for the upcoming  FE Collective event  , Vikki Liogier, Education and Training Foundation’s National Head of EdTech &amp; Digital Skills, discusses AI and literacies. This article serves as an introduction to her session and recounts her exploration of the intersection between  open AI  and art.A year ago, in September 2022, I began my journey into the world of art and AI. That’s when I decided to start an  Instagram account  to share my creative experiments and what I was learning.So, what did I figure out? Well, the magic of generative AI was overwhelming. With just a few simple words, I could whip up not just one but several visuals in seconds. The simplicity of these AI tools is reminiscent of photography, where a mere click captures a moment. AI tools’ ability to easily generate vast amounts of high-quality images is simply astonishing. To put it into perspective, according to Jason Dorrier (  Oct 2022  ), OpenAI claimed that DALL-E alone was generating over 2 million images a day!But here is the catch: just like snapping pictures doesn’t make everyone a professional photographer, producing AI visuals doesn’t mean it is automatically good art. The real deal is using the right words and prompts. It is about the power of words!The skill to craft compelling prompts through word associations, combinations, and clear descriptions are the keystones to enhancing our visual outputs. But it doesn’t stop there. Our proficiency in art and media literacy plays an equally pivotal role when directing AI to produce visuals. Our ability to envision and compose, our grasp of art history, and our knack for deciphering and interpreting visuals all contribute to the equation. Understanding colors, contrasts, techniques, and rendering processes allows us to provide clearer instructions to generative AI tools.However, literacy in this age of AI encompasses more than traditional reading and writing. It extends to cover various facets of communication. AI technology, as it reshapes our world, influences a multitude of literacy dimensions—digital literacy, media literacy, information literacy, and beyond. When we discuss AI, we must acknowledge its far-reaching effects on these essential literacy skills.IS OPENAI A FRIEND OR A FOE IN THIS BRAVE NEW WORLD?OpenAI is, at its core, a tool. It is to Adobe Photoshop what Photoshop was to photography. What really matters is how we use this tool. Mastery of the tools at our disposal can take our creativity and performance to new heights. Literacies evolve and they are the foundation upon which individuals construct their ability to navigate the world they live in, encompassing traditional written communication and the ever-evolving digital, media and information-driven landscape.It is not about people versus machines; it is about people and machines working in tandem to craft a brighter, more creative tomorrow. As educators, we have a job to do, preparing learners for the fast-changing world of work. Both adaptive and generative AI systems are and will continue to exponentially disrupt the labour market. That’s why we need to roll with AI’s potential, be open to learning, and use it to improve how we teach. By doing that, we can get learners ready for the AI-powered future.To sum it up, my one-year journey into art and AI has been mind-blowing. Harnessing the power of generative AI is a game-changer!As we gear up for the October FE Collective Event, I invite you to dive into AI’s potential. It is a tool that can inspire you and take your ideas to a whole new level while helping you become more efficient. Let’s harness the power of words and nurture our literacies in the age of AI.By Vikki Liogier  ,  National Head of EdTech &amp; Digital Skills, Education and Training FoundationINTERESTED IN MEETING VIKKI LIOGIER IN PERSON?Join us at the FE Collective in Birmingham on October 17th!The FE Collective is a significant event where we collaborate to...]]></itunes:summary><itunes:duration>257</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI and the implications for Further Education at the FE Collective</title><link>https://www.spreaker.com/episode/ai-and-the-implications-for-further-education-at-the-fe-collective--57024438</link><description><![CDATA[AI and the implications for Further Education at the FE CollectiveThis article underscores the need to redirect resources from AI-driven material delivery to human judgment-based assessments of various intelligences, fostering a deeper understanding of qualities like creativity and originality in the realm of human intelligence. We must not be constrained by language. As societies grow in sophistication, so they need new words, new terms, to express emerging conceptual subtleties. ‘Intelligence’ is a good case in point. We have long abandoned slavish adherence to IQ tests to define the term. FE in particular values various types of intelligence – spacial, musical, intrapersonal, and so forth. There are many ways of interacting intelligently with reality without being a geek.ONLY A HUMAN CAN IMBUE A SENSE OF PURPOSEThe term AI has hijacked the word to express advanced functionality without defining the semantic beyond a sense that these machines are ‘clever’. We can climb into our self-driving car that will take us, intelligently, to a destination. But where? Only the human can imbue a sense of purpose, for example,  Let’s go down the Nags Head.  This purpose is derived from thirst, a desire to socialise, meeting a particular person, even a certain aesthetic, all emotionally based decisions. This is, for the moment, beyond the role of AI.I recently marked an assignment generated by ChatGTP. I gave it a grudging pass. Like too many of my students’ work it was fluent, structured, marshalled all the relevant material in a Google-hunting sort of way. But it lacked any spark, any individuality, any sense of personal investment, any creativity. There was no judgement, just a bland acceptance.WHAT DO WE MEAN BY ‘INTELLIGENCE?Which lays down the challenge – what do we mean by ‘intelligence’? The impact of AI, like all new technologies, will be massive. But let’s put it in context. By and large new technologies relieve us of drudgeries. Key-word searches relieve us of tedious combing through references. Instant access to facts means recall is less valued as a sign of ‘intelligence’. ChatGTP can take much of the humdrum out of assignment writing, particularly proof reading. But we have to remain in control, otherwise there will be a race to mundanity.A SHIFT IN ASSESSMENTThe seismic shift will be in assessment. My early school exams tested, largely, recall, fluency and spelling – all now automated. Nor were they very good signifiers of intelligence. Traditional forms of assessment are now busted, and all professionals associated with education will be casting around for new forms of reliable, meaningful and unbiased forms of assessment. Which throws down the gauntlet of what, exactly, are we looking for.FE can take a leading role in this. Much of the work in colleges has been around ‘competence’, and this has been assessed by observation. Such assessment is time consuming and thus expensive. During COVID there were no quick fixes like fiddling grade boundaries. Competence is an exact judgement, and a backlog of assessment built up.The implications are clear. Resources will have to shift from delivering material, which can now be achieved effectively through the application of AI, to ongoing assessment which for all but the most mundane tasks, requires professional judgement. We can then really get to grips with the assessment of, for example, kinaesthetic intelligence, interpersonal intelligence, naturalistic intelligence and other forms of an emerging understanding of what really counts towards the blanket term ‘intelligence’. This will not be easy: artistic ability, creativity, originality will be hard to pin down. But in the end AI has helped us out: it has moved us on from drudgery to the challenge of what it really is that we value in human intelligence.By Paul Grainger, Honorary Senior Research Associate, UCLInterested in meeting Paul in person? Join us at the FE Collective in Birmingham on October 17th! The FE Collective is a sign...]]></description><guid isPermaLink="false">nxoBM3L6</guid><pubDate>Mon, 02 Oct 2023 08:21:21 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57024438/vrdmpenzkalpd93nxysrjldtwmobosfw60fxoixq.mp3" length="1075968" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/faf5b715-202b-4f82-b366-1a1284ef7d99/faf5b715-202b-4f82-b366-1a1284ef7d99.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/faf5b715-202b-4f82-b366-1a1284ef7d99/faf5b715-202b-4f82-b366-1a1284ef7d99.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/faf5b715-202b-4f82-b366-1a1284ef7d99/faf5b715-202b-4f82-b366-1a1284ef7d99.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI and the implications for Further Education at the FE CollectiveThis article underscores the need to redirect resources from AI-driven material delivery to human judgment-based assessments of various intelligences, fostering a deeper understanding...</itunes:subtitle><itunes:summary><![CDATA[AI and the implications for Further Education at the FE CollectiveThis article underscores the need to redirect resources from AI-driven material delivery to human judgment-based assessments of various intelligences, fostering a deeper understanding of qualities like creativity and originality in the realm of human intelligence. We must not be constrained by language. As societies grow in sophistication, so they need new words, new terms, to express emerging conceptual subtleties. ‘Intelligence’ is a good case in point. We have long abandoned slavish adherence to IQ tests to define the term. FE in particular values various types of intelligence – spacial, musical, intrapersonal, and so forth. There are many ways of interacting intelligently with reality without being a geek.ONLY A HUMAN CAN IMBUE A SENSE OF PURPOSEThe term AI has hijacked the word to express advanced functionality without defining the semantic beyond a sense that these machines are ‘clever’. We can climb into our self-driving car that will take us, intelligently, to a destination. But where? Only the human can imbue a sense of purpose, for example,  Let’s go down the Nags Head.  This purpose is derived from thirst, a desire to socialise, meeting a particular person, even a certain aesthetic, all emotionally based decisions. This is, for the moment, beyond the role of AI.I recently marked an assignment generated by ChatGTP. I gave it a grudging pass. Like too many of my students’ work it was fluent, structured, marshalled all the relevant material in a Google-hunting sort of way. But it lacked any spark, any individuality, any sense of personal investment, any creativity. There was no judgement, just a bland acceptance.WHAT DO WE MEAN BY ‘INTELLIGENCE?Which lays down the challenge – what do we mean by ‘intelligence’? The impact of AI, like all new technologies, will be massive. But let’s put it in context. By and large new technologies relieve us of drudgeries. Key-word searches relieve us of tedious combing through references. Instant access to facts means recall is less valued as a sign of ‘intelligence’. ChatGTP can take much of the humdrum out of assignment writing, particularly proof reading. But we have to remain in control, otherwise there will be a race to mundanity.A SHIFT IN ASSESSMENTThe seismic shift will be in assessment. My early school exams tested, largely, recall, fluency and spelling – all now automated. Nor were they very good signifiers of intelligence. Traditional forms of assessment are now busted, and all professionals associated with education will be casting around for new forms of reliable, meaningful and unbiased forms of assessment. Which throws down the gauntlet of what, exactly, are we looking for.FE can take a leading role in this. Much of the work in colleges has been around ‘competence’, and this has been assessed by observation. Such assessment is time consuming and thus expensive. During COVID there were no quick fixes like fiddling grade boundaries. Competence is an exact judgement, and a backlog of assessment built up.The implications are clear. Resources will have to shift from delivering material, which can now be achieved effectively through the application of AI, to ongoing assessment which for all but the most mundane tasks, requires professional judgement. We can then really get to grips with the assessment of, for example, kinaesthetic intelligence, interpersonal intelligence, naturalistic intelligence and other forms of an emerging understanding of what really counts towards the blanket term ‘intelligence’. This will not be easy: artistic ability, creativity, originality will be hard to pin down. But in the end AI has helped us out: it has moved us on from drudgery to the challenge of what it really is that we value in human intelligence.By Paul Grainger, Honorary Senior Research Associate, UCLInterested in meeting Paul in person? Join us at the FE Collective in Birmingham on October 17th! The FE Collective is a...]]></itunes:summary><itunes:duration>269</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The skills search: Investing in AI for the digital workplace</title><link>https://www.spreaker.com/episode/the-skills-search-investing-in-ai-for-the-digital-workplace--57024434</link><description><![CDATA[The skills search: Investing in AI for the digital workplaceArtificial intelligence is reshaping our approach to people, our businesses and our society. Now, it is time to gear up and embrace the transformation, adapt and upskill. We must act now to proactively prepare for a digital future filled with more innovative, productive and fulfilling job roles. When  ChatGPT  was launched in 2022, many people were excited, and others were skeptical. Now that we have seen its potential, a growing group of people are beginning to fear what it can do – something even its creator,  Sam Altman, admits  . The technology has highlighted one truly significant lesson though: every company truly is – and should be – a technology company. Public digital tools like ChatGPT have shown more businesses the value of technology and how it can boost productivity.Rising pressure to adapt  artificial intelligence (AI)  , has thrust many companies into a state of panic – with a desire to run before they can walk just to prevent falling behind. Brands want to know what AI means for the demand for certain skills, and how it will change the structure of our leadership – should more of us be investing in a “Head of AI”, for example?AN OPPORTUNITY TO EXPLORE WHAT AI CAN DO FOR USWe, as individuals and businesses, now have an opportunity to explore what AI can do for us – and how it can improve the way we work. First, we need to start by doing an audit of our skills and roles that are bringing us the most value – and what skills we need to develop in order to be more agile in a digital future.But accomplishing this isn’t always an easy task. Building a successful AI skills strategy is like building a brick house. The cement is the skilled workers with tech expertise needed to pull the individual bricks – or goals – in business together. And without this cement, we only have disjointed ideas of what could be. Investing in these key binding agents means expanding where we source them: branch out the search for talent, opening the door to career changers and those without a tech background and invest in upskilling the existing workforce.For change to happen, leaders need to consider the people who will be a part of that journey and how it will impact them. When creating a plan for AI, here are some things to consider.THE FOUNDATION: UNDERSTANDING YOUR HOPES FOR AIAI has so many uses – so many in fact that it can be quite overwhelming for many businesses and their teams to really identify what they want to use it for.If you work in HR and talent, you might be looking for a system where you can ask “Search for candidates, select the best applications, book interviews, and layout test cases for them to solve”. If you are in logistics, you might need a system that you can ask: “Help me optimise my fleet utilisation, book drivers for next week, and adjust the price to meet competition”. And if you are in the finance department of a company, you might be more interested in telling the system: “Do my financial reporting for this month, identify areas we can make savings and suggest green opportunities.”.Essentially, the greatest outcome of adding AI to the workplace should be the increase in productivity, employee fulfillment and engagement – all whilst bringing value to the business. For example, in retail, the support of AI could help relieve pressure on staff during busy periods – whilst opening up opportunities to create exciting, omnichannel customer experiences.So, although the needs of our job roles will change, it will bring invaluable opportunities to be more creative and productive.THE FUTURE: THE IMPACT OF AI ON HUMAN ROLES AND SKILLSWith so many changes, businesses undoubtedly need to make more long-term investments into learning and development to keep up with the need to upskill their current workforce. According to a report by Goldman Sachs, as much as  25% of all current work will be substituted by AI  – owed in part to the fact that AI will replace a lo...]]></description><guid isPermaLink="false">BzNd7axK</guid><pubDate>Mon, 02 Oct 2023 08:21:21 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/57024434/yuuvw2urmafri1trox4hpxgnjgwvspygrernhgcz.mp3" length="1479360" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/223aacdb-f621-457b-a988-566c68124e20/223aacdb-f621-457b-a988-566c68124e20.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/223aacdb-f621-457b-a988-566c68124e20/223aacdb-f621-457b-a988-566c68124e20.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/223aacdb-f621-457b-a988-566c68124e20/223aacdb-f621-457b-a988-566c68124e20.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The skills search: Investing in AI for the digital workplaceArtificial intelligence is reshaping our approach to people, our businesses and our society. Now, it is time to gear up and embrace the transformation, adapt and upskill. We must act now to...</itunes:subtitle><itunes:summary><![CDATA[The skills search: Investing in AI for the digital workplaceArtificial intelligence is reshaping our approach to people, our businesses and our society. Now, it is time to gear up and embrace the transformation, adapt and upskill. We must act now to proactively prepare for a digital future filled with more innovative, productive and fulfilling job roles. When  ChatGPT  was launched in 2022, many people were excited, and others were skeptical. Now that we have seen its potential, a growing group of people are beginning to fear what it can do – something even its creator,  Sam Altman, admits  . The technology has highlighted one truly significant lesson though: every company truly is – and should be – a technology company. Public digital tools like ChatGPT have shown more businesses the value of technology and how it can boost productivity.Rising pressure to adapt  artificial intelligence (AI)  , has thrust many companies into a state of panic – with a desire to run before they can walk just to prevent falling behind. Brands want to know what AI means for the demand for certain skills, and how it will change the structure of our leadership – should more of us be investing in a “Head of AI”, for example?AN OPPORTUNITY TO EXPLORE WHAT AI CAN DO FOR USWe, as individuals and businesses, now have an opportunity to explore what AI can do for us – and how it can improve the way we work. First, we need to start by doing an audit of our skills and roles that are bringing us the most value – and what skills we need to develop in order to be more agile in a digital future.But accomplishing this isn’t always an easy task. Building a successful AI skills strategy is like building a brick house. The cement is the skilled workers with tech expertise needed to pull the individual bricks – or goals – in business together. And without this cement, we only have disjointed ideas of what could be. Investing in these key binding agents means expanding where we source them: branch out the search for talent, opening the door to career changers and those without a tech background and invest in upskilling the existing workforce.For change to happen, leaders need to consider the people who will be a part of that journey and how it will impact them. When creating a plan for AI, here are some things to consider.THE FOUNDATION: UNDERSTANDING YOUR HOPES FOR AIAI has so many uses – so many in fact that it can be quite overwhelming for many businesses and their teams to really identify what they want to use it for.If you work in HR and talent, you might be looking for a system where you can ask “Search for candidates, select the best applications, book interviews, and layout test cases for them to solve”. If you are in logistics, you might need a system that you can ask: “Help me optimise my fleet utilisation, book drivers for next week, and adjust the price to meet competition”. And if you are in the finance department of a company, you might be more interested in telling the system: “Do my financial reporting for this month, identify areas we can make savings and suggest green opportunities.”.Essentially, the greatest outcome of adding AI to the workplace should be the increase in productivity, employee fulfillment and engagement – all whilst bringing value to the business. For example, in retail, the support of AI could help relieve pressure on staff during busy periods – whilst opening up opportunities to create exciting, omnichannel customer experiences.So, although the needs of our job roles will change, it will bring invaluable opportunities to be more creative and productive.THE FUTURE: THE IMPACT OF AI ON HUMAN ROLES AND SKILLSWith so many changes, businesses undoubtedly need to make more long-term investments into learning and development to keep up with the need to upskill their current workforce. According to a report by Goldman Sachs, as much as  25% of all current work will be substituted by AI  – owed in part to the fact that AI will replace...]]></itunes:summary><itunes:duration>370</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Human learning</title><link>https://www.spreaker.com/episode/human-learning--56990399</link><description><![CDATA[Human learningTo learn is to be human. For humans to keep up with our changing world our education institutions and systems must also adapt and find new relevance.For humans to keep up with our changing world, our education system must also adapt and find new relevance. To learn is to be human, and this very human element of learning must take centre stage as we move away from the old and envision the new. This article explores some of the reasons our education systems seem stubbornly resistant to change and considers how we might revive some of the ancient models of learning that could be highly relevant for our future world.INDUSTRIALISED LEARNINGOver the centuries, education has become increasingly formalised, with great institutions of higher education dominating the landscape and shaping our models of learning. Methods of organised and institutionalised instruction have existed in various forms since ancient civilisations, such as Greece, Rome, Egypt, and Mesopotamia, where schools were established to teach philosophy, religion, reading, writing, and mathematics. In more recent years, we have witnessed education becoming increasingly ‘industrialised,’ and access to learning has exponentially increased.While this is fantastic, one of the downsides of this ‘industrialisation’ has been a slow adaptation to respond to a rapidly changing world. Many attempts have been made to disrupt the status quo, but few have resulted in significant changes.RELUCTANT ADAPTIONDuring the COVID-19 pandemic, nearly all educational institutions were forced to embrace significant changes. Online learning has surged worldwide. In an interview with  CNBC  , Anant Agarwal, founder and CEO of edX, claimed, “We saw a 15-fold increase in the number of new learners registering on edX during the month of April 2020,” not just a 15% increase. According to  Global Industry Analytics  , ‘online learning is the fastest-growing market in the education industry, with a 900% global growth rate since the year 2000.’ Furthermore, ‘America’s online learning industry is projected to be worth $687 billion by  2030  .’While for some institutions, putting content online and offering distance learning has been perceived as a radical shift, the reality is that, in many cases, these online programs are either built around unchanged educational models or have not received the attention and investment required to become effective. Many of our institutions, schools, and colleges quickly reverted to the old ways. The online learning that remains in place has widened access but often falls short of providing an enriching, impactful, and inclusive experience.The emergence of generative AI threatens to cause a new disruption, yet many have viewed AI as a threat rather than an opportunity. Knee-jerk reactions and concerns about plagiarism have dominated discussions, with little attention given to how AI can enhance the learning experience and our educational models. In the quest to protect the integrity of our education systems, there is a significant risk that legacy educational models are becoming a drag anchor on progress, rather than leading the way.WHAT WE LEARN, NOT JUST HOWHowever, it is not only learning methodologies and the use of technology in our education models that need consideration. What we teach is also a significant issue. The ‘best-quality’ school education worldwide is largely governed by  examining boards  , which now dictate what our school students learn. While the exams they set may set a bar for academic excellence, the curriculum is slow to change and is currently not reflective of the future world our children will grow up in. The relevance of the examination process itself must increasingly be questioned as an effective model for assessing educational progress. It is unclear whether Ofqual (in the UK) or our examining boards and awarding bodies can provide what we need. With revenues driven by examinations and the purchase of vast amounts of curricul...]]></description><guid isPermaLink="false">bLr3YQxg</guid><pubDate>Fri, 29 Sep 2023 08:22:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56990399/dgpi4k6ukqxstpatt7djiaiwt5rluwt1p9oywrj0.mp3" length="1816704" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f8aefd77-a64b-4980-88c3-cbf2d7466efc/f8aefd77-a64b-4980-88c3-cbf2d7466efc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f8aefd77-a64b-4980-88c3-cbf2d7466efc/f8aefd77-a64b-4980-88c3-cbf2d7466efc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f8aefd77-a64b-4980-88c3-cbf2d7466efc/f8aefd77-a64b-4980-88c3-cbf2d7466efc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Human learningTo learn is to be human. For humans to keep up with our changing world our education institutions and systems must also adapt and find new relevance.For humans to keep up with our changing world, our education system must also adapt and...</itunes:subtitle><itunes:summary><![CDATA[Human learningTo learn is to be human. For humans to keep up with our changing world our education institutions and systems must also adapt and find new relevance.For humans to keep up with our changing world, our education system must also adapt and find new relevance. To learn is to be human, and this very human element of learning must take centre stage as we move away from the old and envision the new. This article explores some of the reasons our education systems seem stubbornly resistant to change and considers how we might revive some of the ancient models of learning that could be highly relevant for our future world.INDUSTRIALISED LEARNINGOver the centuries, education has become increasingly formalised, with great institutions of higher education dominating the landscape and shaping our models of learning. Methods of organised and institutionalised instruction have existed in various forms since ancient civilisations, such as Greece, Rome, Egypt, and Mesopotamia, where schools were established to teach philosophy, religion, reading, writing, and mathematics. In more recent years, we have witnessed education becoming increasingly ‘industrialised,’ and access to learning has exponentially increased.While this is fantastic, one of the downsides of this ‘industrialisation’ has been a slow adaptation to respond to a rapidly changing world. Many attempts have been made to disrupt the status quo, but few have resulted in significant changes.RELUCTANT ADAPTIONDuring the COVID-19 pandemic, nearly all educational institutions were forced to embrace significant changes. Online learning has surged worldwide. In an interview with  CNBC  , Anant Agarwal, founder and CEO of edX, claimed, “We saw a 15-fold increase in the number of new learners registering on edX during the month of April 2020,” not just a 15% increase. According to  Global Industry Analytics  , ‘online learning is the fastest-growing market in the education industry, with a 900% global growth rate since the year 2000.’ Furthermore, ‘America’s online learning industry is projected to be worth $687 billion by  2030  .’While for some institutions, putting content online and offering distance learning has been perceived as a radical shift, the reality is that, in many cases, these online programs are either built around unchanged educational models or have not received the attention and investment required to become effective. Many of our institutions, schools, and colleges quickly reverted to the old ways. The online learning that remains in place has widened access but often falls short of providing an enriching, impactful, and inclusive experience.The emergence of generative AI threatens to cause a new disruption, yet many have viewed AI as a threat rather than an opportunity. Knee-jerk reactions and concerns about plagiarism have dominated discussions, with little attention given to how AI can enhance the learning experience and our educational models. In the quest to protect the integrity of our education systems, there is a significant risk that legacy educational models are becoming a drag anchor on progress, rather than leading the way.WHAT WE LEARN, NOT JUST HOWHowever, it is not only learning methodologies and the use of technology in our education models that need consideration. What we teach is also a significant issue. The ‘best-quality’ school education worldwide is largely governed by  examining boards  , which now dictate what our school students learn. While the exams they set may set a bar for academic excellence, the curriculum is slow to change and is currently not reflective of the future world our children will grow up in. The relevance of the examination process itself must increasingly be questioned as an effective model for assessing educational progress. It is unclear whether Ofqual (in the UK) or our examining boards and awarding bodies can provide what we need. With revenues driven by examinations and the purchase of vast amounts of...]]></itunes:summary><itunes:duration>455</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>20 years later…</title><link>https://www.spreaker.com/episode/20-years-later--56973604</link><description><![CDATA[20 years later…Marking 20 years of FE News,  IEP  reflects on the significant changes in the employability sector over this time and the importance of embracing  lifelong learning  to thrive in this dynamic employability landscape.The IEP is only 12 years old but it was launched by FE News who are 20 years old this month. Both organisations have seen significant growth and developments over this time – the IEP has gone from strength to strength, building learning, delivering learning, certification and accreditation, developing quality standards, support for insights into employability eco-systems and assistance and advice for governments. Who would have thought that we would be making a real difference to a global practicing community? If we had asked any of those founding partners back then, I expect we would have been told that is a ‘pipe dream’.Reflecting on the last 20 years for FE news, it is very interesting how the world of work and  employability  has changed over this time. The landscape of employability has undergone a profound transformation, driven by a combination of evolving practices and rapid technological advancements. The world has witnessed unprecedented changes in how people find, secure, and thrive in employment opportunities. From the early 2000s to the present day, numerous factors have shaped this evolution, including the rise of digitalisation, globalisation, changing employer expectations, and the integration of  artificial intelligence (AI)  and automation in various industries.DIGITALISATION AND GLOBALISATIONThe early 2000s marked the beginning of a significant shift towards digitalisation and globalisation. The widespread adoption of the internet paved the way for online job search platforms and websites, transforming the way individuals look for employment.Jobseekers could now access a wide array of opportunities from the comfort of their homes, drastically reducing the reliance on traditional paper resumes and in-person job fairs. This shift also facilitated global collaboration, allowing individuals to explore international job opportunities and  work remotely  for companies located anywhere in the world.ONLINE JOB BOARDS AND NETWORKING PLATFORMSOnline job boards such as Monster, CareerBuilder, and  LinkedIn  emerged as popular platforms for jobseekers and employers alike. These platforms revolutionised the way companies sourced candidates and jobseekers showcased their skills.Networking platforms like LinkedIn further transformed professional networking, enabling individuals to connect with peers, mentors, and potential employers on a global scale. The ability to highlight skills, achievements, and recommendations on these platforms became an essential component of modern job hunting.REMOTE WORK AND FLEXIBLE ARRANGEMENTSThe concept of remote work gained momentum over the last two decades, with technology enabling individuals to work from virtually anywhere. This shift was accelerated by the COVID-19 pandemic, which forced many companies to adopt remote work practices to ensure business continuity.As a result, remote work and flexible arrangements became more mainstream, giving jobseekers the opportunity to prioritise work-life balance and access opportunities beyond their geographical constraints.DEMAND FOR TECH SKILLS AND DIGITAL LITERACYThe technological revolution brought about a significant change in the skills required for work. Proficiency in digital tools and platforms, as well as a fundamental understanding of technology, became essential for a lot of job roles.The demand for tech-related skills such as programming, data analysis, and digital marketing skyrocketed. As industries became more reliant on technology, individuals who possessed these skills gained a competitive edge in the job market.SOFT SKILLS AND EMOTIONAL INTELLIGENCEWhile technology transformed the employment landscape,  soft skills  remained indispensable. Skills like communication, adaptability, problem-solving, and e...]]></description><guid isPermaLink="false">Q92OyBzY</guid><pubDate>Thu, 28 Sep 2023 08:21:26 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56973604/5f8cjgde9rdrq7niwvnlqnmjl7defn9xs9yo4mqw.mp3" length="1745760" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e90fee36-e28f-456e-a1c6-7a0839bbcb0e/e90fee36-e28f-456e-a1c6-7a0839bbcb0e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e90fee36-e28f-456e-a1c6-7a0839bbcb0e/e90fee36-e28f-456e-a1c6-7a0839bbcb0e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e90fee36-e28f-456e-a1c6-7a0839bbcb0e/e90fee36-e28f-456e-a1c6-7a0839bbcb0e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>20 years later…Marking 20 years of FE News,  IEP  reflects on the significant changes in the employability sector over this time and the importance of embracing  lifelong learning  to thrive in this dynamic employability landscape.The IEP is only 12...</itunes:subtitle><itunes:summary><![CDATA[20 years later…Marking 20 years of FE News,  IEP  reflects on the significant changes in the employability sector over this time and the importance of embracing  lifelong learning  to thrive in this dynamic employability landscape.The IEP is only 12 years old but it was launched by FE News who are 20 years old this month. Both organisations have seen significant growth and developments over this time – the IEP has gone from strength to strength, building learning, delivering learning, certification and accreditation, developing quality standards, support for insights into employability eco-systems and assistance and advice for governments. Who would have thought that we would be making a real difference to a global practicing community? If we had asked any of those founding partners back then, I expect we would have been told that is a ‘pipe dream’.Reflecting on the last 20 years for FE news, it is very interesting how the world of work and  employability  has changed over this time. The landscape of employability has undergone a profound transformation, driven by a combination of evolving practices and rapid technological advancements. The world has witnessed unprecedented changes in how people find, secure, and thrive in employment opportunities. From the early 2000s to the present day, numerous factors have shaped this evolution, including the rise of digitalisation, globalisation, changing employer expectations, and the integration of  artificial intelligence (AI)  and automation in various industries.DIGITALISATION AND GLOBALISATIONThe early 2000s marked the beginning of a significant shift towards digitalisation and globalisation. The widespread adoption of the internet paved the way for online job search platforms and websites, transforming the way individuals look for employment.Jobseekers could now access a wide array of opportunities from the comfort of their homes, drastically reducing the reliance on traditional paper resumes and in-person job fairs. This shift also facilitated global collaboration, allowing individuals to explore international job opportunities and  work remotely  for companies located anywhere in the world.ONLINE JOB BOARDS AND NETWORKING PLATFORMSOnline job boards such as Monster, CareerBuilder, and  LinkedIn  emerged as popular platforms for jobseekers and employers alike. These platforms revolutionised the way companies sourced candidates and jobseekers showcased their skills.Networking platforms like LinkedIn further transformed professional networking, enabling individuals to connect with peers, mentors, and potential employers on a global scale. The ability to highlight skills, achievements, and recommendations on these platforms became an essential component of modern job hunting.REMOTE WORK AND FLEXIBLE ARRANGEMENTSThe concept of remote work gained momentum over the last two decades, with technology enabling individuals to work from virtually anywhere. This shift was accelerated by the COVID-19 pandemic, which forced many companies to adopt remote work practices to ensure business continuity.As a result, remote work and flexible arrangements became more mainstream, giving jobseekers the opportunity to prioritise work-life balance and access opportunities beyond their geographical constraints.DEMAND FOR TECH SKILLS AND DIGITAL LITERACYThe technological revolution brought about a significant change in the skills required for work. Proficiency in digital tools and platforms, as well as a fundamental understanding of technology, became essential for a lot of job roles.The demand for tech-related skills such as programming, data analysis, and digital marketing skyrocketed. As industries became more reliant on technology, individuals who possessed these skills gained a competitive edge in the job market.SOFT SKILLS AND EMOTIONAL INTELLIGENCEWhile technology transformed the employment landscape,  soft skills  remained indispensable. Skills like communication, adaptability, problem-solving,...]]></itunes:summary><itunes:duration>437</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Unlocking Opportunities: The Rise of Digital Credentials in the FE Market</title><link>https://www.spreaker.com/episode/unlocking-opportunities-the-rise-of-digital-credentials-in-the-fe-market--56973603</link><description><![CDATA[Unlocking Opportunities: The Rise of Digital Credentials in the FE MarketThis article explores the growing significance of digital credentials in the Further Education (FE) market. It delves into the benefits they offer, such as enhanced portability and verifiability, and their potential to revolutionise credentialing systems.The article examines how  digital credentials  can provide learners with a competitive edge in the job market and empower them to showcase their skills and achievements effectively. Additionally, it highlights the role of educational institutions in adopting and promoting digital credentials as a means to foster lifelong learning and bridge the  skills gap  .Discover how innovative providers are adopting digital badges to help learners showcase their skills and meet the demands of today’s job market.In today’s rapidly evolving job market, traditional methods of credentialing are undergoing a significant transformation. The rise of digital credentials in the Further Education (FE) market is revolutionising the way learners showcase their skills and achievements. These digital credentials – also known as digital badges or  micro-credentials  – offer numerous benefits that are reshaping the credentialing landscape.SHAREABLE, VERIFIABLE, AND SECUREOne of the key advantages of digital credentials is their enhanced portability. Unlike traditional paper-based certificates, digital credentials are stored and shared electronically. This portability enables learners to present their achievements in a more accessible and convenient way, making it easier for employers and educational institutions to verify their skills and qualifications.Digital credentials can also be easily shared across various platforms, including social media, professional networking sites, and online portfolios, expanding their reach and visibility.The verifiability of digital credentials is another important aspect that sets them apart. With advancements in technology, the badges can be securely issued and verified using cryptographic techniques. This ensures their authenticity and integrity, mitigating the risk of fraud or misrepresentation. Employers can quickly and accurately validate the skills and competencies of potential candidates, saving time and effort in the recruitment process.GIVING LEARNERS A COMPETITIVE EDGEDigital credentials can also support learners to progress in their careers by allowing them to curate a comprehensive and dynamic representation of their achievements.Beyond “traditional” qualifications, individuals can earn digital credentials for completing specific courses, acquiring specialised skills, or demonstrating mastery in a particular area. They can tailor their credentials to reflect their unique strengths and interests, making them more attractive to employers seeking specific skill sets and giving them a competitive edge in the job market.They also promote lifelong learning by encouraging individuals to engage in continuous skill development. Learners can earn digital credentials for completing short-term courses, attending workshops, or participating in online learning platforms.These credentials serve as tangible proof of the knowledge and skills acquired throughout a person’s career journey, motivating individuals to pursue ongoing professional development and upskilling.Thanks to their portability and verifiability, they enable learners to seamlessly transition between different learning opportunities and institutions, creating a more interconnected and flexible learning ecosystem.DRIVING THE ADOPTION OF DIGITAL CREDENTIALSEducational institutions play a vital role in driving the adoption and promotion of digital credentials. By embracing these credentials, institutions can enhance their reputation and credibility as forward-thinking providers of quality education.Digital credentials also offer an opportunity for FE providers to bridge the skills gap by offering targeted, industry-relevant credentials that...]]></description><guid isPermaLink="false">oLaRQgxD</guid><pubDate>Thu, 28 Sep 2023 08:21:26 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56973603/azwicvymkf5h5dvsshjg86pmqbffgt7yufgf31ve.mp3" length="1131072" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42e724f9-c5c4-4603-83aa-a17c3197e8fd/42e724f9-c5c4-4603-83aa-a17c3197e8fd.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42e724f9-c5c4-4603-83aa-a17c3197e8fd/42e724f9-c5c4-4603-83aa-a17c3197e8fd.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/42e724f9-c5c4-4603-83aa-a17c3197e8fd/42e724f9-c5c4-4603-83aa-a17c3197e8fd.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Unlocking Opportunities: The Rise of Digital Credentials in the FE MarketThis article explores the growing significance of digital credentials in the Further Education (FE) market. It delves into the benefits they offer, such as enhanced portability...</itunes:subtitle><itunes:summary><![CDATA[Unlocking Opportunities: The Rise of Digital Credentials in the FE MarketThis article explores the growing significance of digital credentials in the Further Education (FE) market. It delves into the benefits they offer, such as enhanced portability and verifiability, and their potential to revolutionise credentialing systems.The article examines how  digital credentials  can provide learners with a competitive edge in the job market and empower them to showcase their skills and achievements effectively. Additionally, it highlights the role of educational institutions in adopting and promoting digital credentials as a means to foster lifelong learning and bridge the  skills gap  .Discover how innovative providers are adopting digital badges to help learners showcase their skills and meet the demands of today’s job market.In today’s rapidly evolving job market, traditional methods of credentialing are undergoing a significant transformation. The rise of digital credentials in the Further Education (FE) market is revolutionising the way learners showcase their skills and achievements. These digital credentials – also known as digital badges or  micro-credentials  – offer numerous benefits that are reshaping the credentialing landscape.SHAREABLE, VERIFIABLE, AND SECUREOne of the key advantages of digital credentials is their enhanced portability. Unlike traditional paper-based certificates, digital credentials are stored and shared electronically. This portability enables learners to present their achievements in a more accessible and convenient way, making it easier for employers and educational institutions to verify their skills and qualifications.Digital credentials can also be easily shared across various platforms, including social media, professional networking sites, and online portfolios, expanding their reach and visibility.The verifiability of digital credentials is another important aspect that sets them apart. With advancements in technology, the badges can be securely issued and verified using cryptographic techniques. This ensures their authenticity and integrity, mitigating the risk of fraud or misrepresentation. Employers can quickly and accurately validate the skills and competencies of potential candidates, saving time and effort in the recruitment process.GIVING LEARNERS A COMPETITIVE EDGEDigital credentials can also support learners to progress in their careers by allowing them to curate a comprehensive and dynamic representation of their achievements.Beyond “traditional” qualifications, individuals can earn digital credentials for completing specific courses, acquiring specialised skills, or demonstrating mastery in a particular area. They can tailor their credentials to reflect their unique strengths and interests, making them more attractive to employers seeking specific skill sets and giving them a competitive edge in the job market.They also promote lifelong learning by encouraging individuals to engage in continuous skill development. Learners can earn digital credentials for completing short-term courses, attending workshops, or participating in online learning platforms.These credentials serve as tangible proof of the knowledge and skills acquired throughout a person’s career journey, motivating individuals to pursue ongoing professional development and upskilling.Thanks to their portability and verifiability, they enable learners to seamlessly transition between different learning opportunities and institutions, creating a more interconnected and flexible learning ecosystem.DRIVING THE ADOPTION OF DIGITAL CREDENTIALSEducational institutions play a vital role in driving the adoption and promotion of digital credentials. By embracing these credentials, institutions can enhance their reputation and credibility as forward-thinking providers of quality education.Digital credentials also offer an opportunity for FE providers to bridge the skills gap by offering targeted, industry-relevant credentials...]]></itunes:summary><itunes:duration>283</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Future of Higher Education: What Role Does Europe Want to Play?​</title><link>https://www.spreaker.com/episode/the-future-of-higher-education-what-role-does-europe-want-to-play--56954159</link><description><![CDATA[The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader by integrating European values and fostering collaboration among universities. It highlights the importance of research, education, and a shared European vision in shaping the future of technology and society, ultimately aiming for a unified continental educational space.In the ever-evolving landscape of economic and societal development, technology has emerged as a driving force that shapes the course of progress. Until the late 1700s and early 1800s, the Far East regions dominated the world’s economic development as a result of their more dynamic demographic growth. However, with the rise of industrial revolutions, technology shifted the balance in favour of the West and the importance of higher education came to the forefront. Fast forward to the 20  th  century, where the digital revolution changed the world’s economic leadership again. Today, we stand on the cusp of the fourth industrial revolution, wherein technology, artificial intelligence, and automation are poised to redefine, once again, our lives. As the world looks towards the future, Europe faces a crucial question: What role does it want to play in shaping the trajectory of technology and its impact on society? This article explores the crucial role of higher education in this context and how European universities can lead as beacons of European values in the global arena, by also developing a joint “universal” campus, free of physical, administrative, or educational barriers.A CHANGING LANDSCAPE: A TALE OF TWO POWERSAs we delve into history, we observe that economic and societal development were predominantly driven by the Far East regions, contributing up to 80% of the global GDP. The growth of rural economies depended on factors such as the number of citizens, the agricultural workforce, and basic needs consumption.However, the paradigm shifted with the advent of key industrial revolutions. The first revolution in the late eighteenth century saw a transition from hand production to machine-based manufacturing, powered by water and steam, which spread from Britain to most Western countries. Subsequently, the second in the late nineteenth century reinforced these developments, facilitated by innovations in energy production, electrification, telegraph-based communications, and railroad infrastructures. This era facilitated the unprecedented movement of people and ideas, although it was marked by the devastating impact of the two world wars.The twentieth century witnessed the third industrial revolution, commonly known as the digital revolution, characterised by the shift from mechanical and analogue electronics to digital electronics, communications, and computers. This revolution ushered in the information age.Each of these revolutions had a profound impact on economic and societal development. The first two propelled the Western world to grow at an unprecedented rate, leading to increased productivity and improved living conditions. Consequently, by the mid-twentieth century, 80% of the world’s GDP came from Western regions, despite having a smaller population compared to other parts of the world. However, with the advent of the third industrial revolution and globalisation, technological developments became accessible worldwide, causing North America and Far East countries to take the lead in global economic and societal progress.Throughout these nearly three centuries of development, one constant element has been technology. Technology has not only transformed the development paradigm but also increased productivity, altered human conditions, and impacted the planet.THE ROLE OF HIGHER EDUCATIONToday, as we find ourselves amidst the so called fourth industrial revolution, characterized by internet technologies,...]]></description><guid isPermaLink="false">DLV1YMzb</guid><pubDate>Wed, 27 Sep 2023 08:22:34 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56954159/xeahsx7oikioxybmavfqtj3cbwhs0tku8ojqr1ms.mp3" length="2122752" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec526f11-7b56-4ee3-831d-8d3815a79911/ec526f11-7b56-4ee3-831d-8d3815a79911.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec526f11-7b56-4ee3-831d-8d3815a79911/ec526f11-7b56-4ee3-831d-8d3815a79911.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ec526f11-7b56-4ee3-831d-8d3815a79911/ec526f11-7b56-4ee3-831d-8d3815a79911.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader...</itunes:subtitle><itunes:summary><![CDATA[The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader by integrating European values and fostering collaboration among universities. It highlights the importance of research, education, and a shared European vision in shaping the future of technology and society, ultimately aiming for a unified continental educational space.In the ever-evolving landscape of economic and societal development, technology has emerged as a driving force that shapes the course of progress. Until the late 1700s and early 1800s, the Far East regions dominated the world’s economic development as a result of their more dynamic demographic growth. However, with the rise of industrial revolutions, technology shifted the balance in favour of the West and the importance of higher education came to the forefront. Fast forward to the 20  th  century, where the digital revolution changed the world’s economic leadership again. Today, we stand on the cusp of the fourth industrial revolution, wherein technology, artificial intelligence, and automation are poised to redefine, once again, our lives. As the world looks towards the future, Europe faces a crucial question: What role does it want to play in shaping the trajectory of technology and its impact on society? This article explores the crucial role of higher education in this context and how European universities can lead as beacons of European values in the global arena, by also developing a joint “universal” campus, free of physical, administrative, or educational barriers.A CHANGING LANDSCAPE: A TALE OF TWO POWERSAs we delve into history, we observe that economic and societal development were predominantly driven by the Far East regions, contributing up to 80% of the global GDP. The growth of rural economies depended on factors such as the number of citizens, the agricultural workforce, and basic needs consumption.However, the paradigm shifted with the advent of key industrial revolutions. The first revolution in the late eighteenth century saw a transition from hand production to machine-based manufacturing, powered by water and steam, which spread from Britain to most Western countries. Subsequently, the second in the late nineteenth century reinforced these developments, facilitated by innovations in energy production, electrification, telegraph-based communications, and railroad infrastructures. This era facilitated the unprecedented movement of people and ideas, although it was marked by the devastating impact of the two world wars.The twentieth century witnessed the third industrial revolution, commonly known as the digital revolution, characterised by the shift from mechanical and analogue electronics to digital electronics, communications, and computers. This revolution ushered in the information age.Each of these revolutions had a profound impact on economic and societal development. The first two propelled the Western world to grow at an unprecedented rate, leading to increased productivity and improved living conditions. Consequently, by the mid-twentieth century, 80% of the world’s GDP came from Western regions, despite having a smaller population compared to other parts of the world. However, with the advent of the third industrial revolution and globalisation, technological developments became accessible worldwide, causing North America and Far East countries to take the lead in global economic and societal progress.Throughout these nearly three centuries of development, one constant element has been technology. Technology has not only transformed the development paradigm but also increased productivity, altered human conditions, and impacted the planet.THE ROLE OF HIGHER EDUCATIONToday, as we find ourselves amidst the so called fourth industrial revolution, characterized by internet...]]></itunes:summary><itunes:duration>531</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Pathways to Success: Progression after T Levels</title><link>https://www.spreaker.com/episode/pathways-to-success-progression-after-t-levels--56954158</link><description><![CDATA[Pathways to Success: Progression after T LevelsEarlier this year, the Education and Training Foundation held two ‘T Level Learning From’ events, bringing together T Level practitioners from across the country. Here, Ruth Coyle, Roz Hicks and Lucy Whitwood reflect on the practical learnings and advice from a breakout session they designed for the events. With the new academic year under way, thousands of students across the country will be embarking on their T Level journey, likely filled with a mix of nervousness, hope, and excitement about what pathways this qualification will offer. Those working at FE colleges, schools and sixth forms delivering T Levels for the first time will probably be sharing in many of those emotions.Those feelings are something Ruth Coyle, Roz Hicks, and Lucy Whitwood can all relate to. Now experienced in delivering T Levels, they remember how it felt starting on their T Level journey.Earlier this year, all three worked together to develop a breakout session for the Education and Training Foundation’s (ETF) ‘T Level Learning From’ events in  Leeds  and  London  , which brought T Level practitioners together to network, learn from one another, and access support from the Department for Education-funded T Level Professional Development (TLPD) offer. Ruth, Roz and Lucy’s session on Progression from T Levels shared their learnings and advice for those new to, or already delivering, T Levels.Having now passed the milestone of the second ever T Level results day this August – and having seen their students progress onto a rich range of pathways – Lucy, Roz and Ruth share their reflections on their Progression from T Levels session and the key points they would reiterate to providers on their T Level journey.THE ROAD AHEADWhy hold a session specifically on the topic of progression from T Levels?“You always want to have the end goal in mind,” says Ruth. “Introducing T Levels is a challenge, it’s a new thing. You need to think about what this is doing for learners. For us, the key aim for our learners is to achieve social mobility and give them access to opportunities such as going into large corporates and getting experience. So, from the start, we’ve got to be thinking about what engages them and what they are going to excel at, so we can bring that out of them.”Lucy agrees: “It’s so important to think about progression of the learner from day one. So, when you are talking about and marketing your T Levels, you’re looking at the career opportunities for those learners, what journey they will go on, the types of placement opportunities they can have, and the opportunities within the programme that will give them successful progression at the end. Selling the career, rather than the qualification, is so important.”Roz adds: “From a teaching perspective, it’s also about building confidence of staff. One thing we promote at City College Norwich is the Industry Insights part of the TLPD offer, so staff can do their own industry placements, update their skills and bring new and relevant knowledge back into the classroom. That means our learners are ready to enter the workforce with up-to-date skills and can more easily access those progression opportunities as a result.”PROVIDING REASSURANCEThrough the Progression from T Levels breakout session, Ruth, Roz and Lucy were keen to provide reassurance to other providers, particularly those new to delivering T Levels.Roz says: “For providers who have started delivering this September, or that are due to start next September, we recognise there is still a lot of anxiety in the sector about what the qualification is and how it compares with A levels, BTECs and other applied general and technical qualifications at Level 3. The ‘T Level Learning From’ events provided opportunities for people to bounce ideas around and discuss challenges and work through solutions together.”Lucy recounts the range of topics that were asked about in the session:  “Delegates had a lot of ques...]]></description><guid isPermaLink="false">gxZwQ19k</guid><pubDate>Wed, 27 Sep 2023 08:22:34 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56954158/adovrqtcdhppc5reybjvosdr5fjzy3agce3nlkth.mp3" length="2310048" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1c791426-25c1-4c5e-a18a-e83170da7392/1c791426-25c1-4c5e-a18a-e83170da7392.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1c791426-25c1-4c5e-a18a-e83170da7392/1c791426-25c1-4c5e-a18a-e83170da7392.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/1c791426-25c1-4c5e-a18a-e83170da7392/1c791426-25c1-4c5e-a18a-e83170da7392.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Pathways to Success: Progression after T LevelsEarlier this year, the Education and Training Foundation held two ‘T Level Learning From’ events, bringing together T Level practitioners from across the country. Here, Ruth Coyle, Roz Hicks and Lucy...</itunes:subtitle><itunes:summary><![CDATA[Pathways to Success: Progression after T LevelsEarlier this year, the Education and Training Foundation held two ‘T Level Learning From’ events, bringing together T Level practitioners from across the country. Here, Ruth Coyle, Roz Hicks and Lucy Whitwood reflect on the practical learnings and advice from a breakout session they designed for the events. With the new academic year under way, thousands of students across the country will be embarking on their T Level journey, likely filled with a mix of nervousness, hope, and excitement about what pathways this qualification will offer. Those working at FE colleges, schools and sixth forms delivering T Levels for the first time will probably be sharing in many of those emotions.Those feelings are something Ruth Coyle, Roz Hicks, and Lucy Whitwood can all relate to. Now experienced in delivering T Levels, they remember how it felt starting on their T Level journey.Earlier this year, all three worked together to develop a breakout session for the Education and Training Foundation’s (ETF) ‘T Level Learning From’ events in  Leeds  and  London  , which brought T Level practitioners together to network, learn from one another, and access support from the Department for Education-funded T Level Professional Development (TLPD) offer. Ruth, Roz and Lucy’s session on Progression from T Levels shared their learnings and advice for those new to, or already delivering, T Levels.Having now passed the milestone of the second ever T Level results day this August – and having seen their students progress onto a rich range of pathways – Lucy, Roz and Ruth share their reflections on their Progression from T Levels session and the key points they would reiterate to providers on their T Level journey.THE ROAD AHEADWhy hold a session specifically on the topic of progression from T Levels?“You always want to have the end goal in mind,” says Ruth. “Introducing T Levels is a challenge, it’s a new thing. You need to think about what this is doing for learners. For us, the key aim for our learners is to achieve social mobility and give them access to opportunities such as going into large corporates and getting experience. So, from the start, we’ve got to be thinking about what engages them and what they are going to excel at, so we can bring that out of them.”Lucy agrees: “It’s so important to think about progression of the learner from day one. So, when you are talking about and marketing your T Levels, you’re looking at the career opportunities for those learners, what journey they will go on, the types of placement opportunities they can have, and the opportunities within the programme that will give them successful progression at the end. Selling the career, rather than the qualification, is so important.”Roz adds: “From a teaching perspective, it’s also about building confidence of staff. One thing we promote at City College Norwich is the Industry Insights part of the TLPD offer, so staff can do their own industry placements, update their skills and bring new and relevant knowledge back into the classroom. That means our learners are ready to enter the workforce with up-to-date skills and can more easily access those progression opportunities as a result.”PROVIDING REASSURANCEThrough the Progression from T Levels breakout session, Ruth, Roz and Lucy were keen to provide reassurance to other providers, particularly those new to delivering T Levels.Roz says: “For providers who have started delivering this September, or that are due to start next September, we recognise there is still a lot of anxiety in the sector about what the qualification is and how it compares with A levels, BTECs and other applied general and technical qualifications at Level 3. The ‘T Level Learning From’ events provided opportunities for people to bounce ideas around and discuss challenges and work through solutions together.”Lucy recounts the range of topics that were asked about in the session:  “Delegates had a lot of...]]></itunes:summary><itunes:duration>578</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How do we save UK skills? Perhaps start by asking the right people…</title><link>https://www.spreaker.com/episode/how-do-we-save-uk-skills-perhaps-start-by-asking-the-right-people--56937915</link><description><![CDATA[How do we save UK skills? Perhaps start by asking the right people…As another report highlights challenges faced by the UK in improving skills shortages and increasing productivity, I ask the question, who are the right people to ask when we reform  VET qualifications  ?The UK has been chasing a solid  vocational skills  system since the mid-1800s, when international competitors first began to steal a march on the successes enjoyed by Britain during the early industrial revolution. Despite reform, after reform, after reform, we seem to continually miss the mark on what the UK needs from vocational and technical education.The reforms for example to apprenticeships, notably the removal of qualifications and mind-blowing complexity of signing students up, have driven down skills recruitment, directing monies from training electricians, hairdressers and mechanics to training senior managers in large organisations in their stead.There are also other consequences, for example, a recent student emigrating to Australia with a completed apprenticeship could not get recognition without an underpinning knowledge qualification. Fortunately, they had achieved a level two qualification on a full-time programme before starting the apprenticeship. Without this fortune, their dream life may well have been cut short. An unintended yet predictable outcome of the removal of formal qualifications.LIMITATIONS OF THE T LEVELThe introduction of  T Levels  works in certain disciplines, in particular where there are historically low numbers on programmes and high industry demand. Construction: Design, Surveying and Planning is one of these instances, provided of course you reside in a part of the country that has this industry demand and willing employers.Where it absolutely will not work is where numbers are far greater – digital for example – and where geography dictates otherwise. In these areas, as I have written about before, we are putting students at a substantial disadvantage as we are not allowing students in remote locations to ever train as engineers or programmers. The qualification naturally chokes ambition and funnels opportunity to far fewer young people than anything that is currently on offer.Ofsted’s report on T Levels is interesting here. Although the language is predictably cautious, there is recognition of the drawbacks faced by the closing of the Applied General qualification pathways that so many use as a means of progression to higher education. This pathway supports the disadvantaged into university opportunities, where geography is far less important, and industry and opportunity are available in the locale.One notable, but slightly buried recommendation, is to ‘carefully consider the implications and impact of the planned withdrawal of funding for other similar courses to ensure that students are not disadvantaged.’ It seems from this statement, even Ofsted remain unconvinced. Tom Bewick and Matilda Gosling’s latest report on productivity, ‘  Running to Stand Still  ’, highlights that there is no evidence a plethora of policies and initiatives have had any positive impact on the UK skills market, but as interesting as the report is, it is just another report in a rhythmic cycle of reports saying the same thing, perhaps slightly differently.THE IMPACT OF AUSTERITYAusterity of course has also played a part in the exacerbation of skills shortages. The decline in  adult education  funding since 2010 is bleak, denying many second-chance opportunities to re-train in key industrial sectors. The IFS reported that, despite a recent increase in the budget, total adult skills spending in 2024/25 will still, in 2025, be 22% below 2009 levels. In an increasingly fiscally challenging environment, reaching into the back pocket for qualifications will not take precedence over paying the vastly increased energy bills, mortgage payments and rising prices at the pumps faced by millions. Those with the potential to help with the skills deficit w...]]></description><guid isPermaLink="false">yzKqdrxg</guid><pubDate>Tue, 26 Sep 2023 08:21:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56937915/m6qho8fcj8gbjkh72bzfbidjkn8nljojrq2fu86e.mp3" length="1410528" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ed5922c-7eb3-42c8-bc1e-db88089aa166/4ed5922c-7eb3-42c8-bc1e-db88089aa166.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ed5922c-7eb3-42c8-bc1e-db88089aa166/4ed5922c-7eb3-42c8-bc1e-db88089aa166.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4ed5922c-7eb3-42c8-bc1e-db88089aa166/4ed5922c-7eb3-42c8-bc1e-db88089aa166.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How do we save UK skills? Perhaps start by asking the right people…As another report highlights challenges faced by the UK in improving skills shortages and increasing productivity, I ask the question, who are the right people to ask when we reform...</itunes:subtitle><itunes:summary><![CDATA[How do we save UK skills? Perhaps start by asking the right people…As another report highlights challenges faced by the UK in improving skills shortages and increasing productivity, I ask the question, who are the right people to ask when we reform  VET qualifications  ?The UK has been chasing a solid  vocational skills  system since the mid-1800s, when international competitors first began to steal a march on the successes enjoyed by Britain during the early industrial revolution. Despite reform, after reform, after reform, we seem to continually miss the mark on what the UK needs from vocational and technical education.The reforms for example to apprenticeships, notably the removal of qualifications and mind-blowing complexity of signing students up, have driven down skills recruitment, directing monies from training electricians, hairdressers and mechanics to training senior managers in large organisations in their stead.There are also other consequences, for example, a recent student emigrating to Australia with a completed apprenticeship could not get recognition without an underpinning knowledge qualification. Fortunately, they had achieved a level two qualification on a full-time programme before starting the apprenticeship. Without this fortune, their dream life may well have been cut short. An unintended yet predictable outcome of the removal of formal qualifications.LIMITATIONS OF THE T LEVELThe introduction of  T Levels  works in certain disciplines, in particular where there are historically low numbers on programmes and high industry demand. Construction: Design, Surveying and Planning is one of these instances, provided of course you reside in a part of the country that has this industry demand and willing employers.Where it absolutely will not work is where numbers are far greater – digital for example – and where geography dictates otherwise. In these areas, as I have written about before, we are putting students at a substantial disadvantage as we are not allowing students in remote locations to ever train as engineers or programmers. The qualification naturally chokes ambition and funnels opportunity to far fewer young people than anything that is currently on offer.Ofsted’s report on T Levels is interesting here. Although the language is predictably cautious, there is recognition of the drawbacks faced by the closing of the Applied General qualification pathways that so many use as a means of progression to higher education. This pathway supports the disadvantaged into university opportunities, where geography is far less important, and industry and opportunity are available in the locale.One notable, but slightly buried recommendation, is to ‘carefully consider the implications and impact of the planned withdrawal of funding for other similar courses to ensure that students are not disadvantaged.’ It seems from this statement, even Ofsted remain unconvinced. Tom Bewick and Matilda Gosling’s latest report on productivity, ‘  Running to Stand Still  ’, highlights that there is no evidence a plethora of policies and initiatives have had any positive impact on the UK skills market, but as interesting as the report is, it is just another report in a rhythmic cycle of reports saying the same thing, perhaps slightly differently.THE IMPACT OF AUSTERITYAusterity of course has also played a part in the exacerbation of skills shortages. The decline in  adult education  funding since 2010 is bleak, denying many second-chance opportunities to re-train in key industrial sectors. The IFS reported that, despite a recent increase in the budget, total adult skills spending in 2024/25 will still, in 2025, be 22% below 2009 levels. In an increasingly fiscally challenging environment, reaching into the back pocket for qualifications will not take precedence over paying the vastly increased energy bills, mortgage payments and rising prices at the pumps faced by millions. Those with the potential to help with the skills...]]></itunes:summary><itunes:duration>353</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Future of Higher Education: What Role Does Europe Want to Play?​</title><link>https://www.spreaker.com/episode/the-future-of-higher-education-what-role-does-europe-want-to-play--56937914</link><description><![CDATA[The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader by integrating European values and fostering collaboration among universities. It highlights the importance of research, education, and a shared European vision in shaping the future of technology and society, ultimately aiming for a unified continental educational space.In the ever-evolving landscape of economic and societal development, technology has emerged as a driving force that shapes the course of progress. Until the late 1700s and early 1800s, the Far East regions dominated the world’s economic development as a result of their more dynamic demographic growth. However, with the rise of industrial revolutions, technology shifted the balance in favour of the West and the importance of higher education came to the forefront. Fast forward to the 20  th  century, where the digital revolution changed the world’s economic leadership again. Today, we stand on the cusp of the fourth industrial revolution, wherein technology, artificial intelligence, and automation are poised to redefine, once again, our lives. As the world looks towards the future, Europe faces a crucial question: What role does it want to play in shaping the trajectory of technology and its impact on society? This article explores the crucial role of higher education in this context and how European universities can lead as beacons of European values in the global arena, by also developing a joint “universal” campus, free of physical, administrative, or educational barriers.A CHANGING LANDSCAPE: A TALE OF TWO POWERSAs we delve into history, we observe that economic and societal development were predominantly driven by the Far East regions, contributing up to 80% of the global GDP. The growth of rural economies depended on factors such as the number of citizens, the agricultural workforce, and basic needs consumption.However, the paradigm shifted with the advent of key industrial revolutions. The first revolution in the late eighteenth century saw a transition from hand production to machine-based manufacturing, powered by water and steam, which spread from Britain to most Western countries. Subsequently, the second in the late nineteenth century reinforced these developments, facilitated by innovations in energy production, electrification, telegraph-based communications, and railroad infrastructures. This era facilitated the unprecedented movement of people and ideas, although it was marked by the devastating impact of the two world wars.The twentieth century witnessed the third industrial revolution, commonly known as the digital revolution, characterised by the shift from mechanical and analogue electronics to digital electronics, communications, and computers. This revolution ushered in the information age.Each of these revolutions had a profound impact on economic and societal development. The first two propelled the Western world to grow at an unprecedented rate, leading to increased productivity and improved living conditions. Consequently, by the mid-twentieth century, 80% of the world’s GDP came from Western regions, despite having a smaller population compared to other parts of the world. However, with the advent of the third industrial revolution and globalisation, technological developments became accessible worldwide, causing North America and Far East countries to take the lead in global economic and societal progress.Throughout these nearly three centuries of development, one constant element has been technology. Technology has not only transformed the development paradigm but also increased productivity, altered human conditions, and impacted the planet.THE ROLE OF HIGHER EDUCATIONToday, as we find ourselves amidst the so called fourth industrial revolution, characterized by internet technologies,...]]></description><guid isPermaLink="false">VLeW849G</guid><pubDate>Tue, 26 Sep 2023 08:21:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56937914/xeahsx7oikioxybmavfqtj3cbwhs0tku8ojqr1ms.mp3" length="2122752" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/62fa741b-87b4-4195-81b1-50fdec67797b/62fa741b-87b4-4195-81b1-50fdec67797b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/62fa741b-87b4-4195-81b1-50fdec67797b/62fa741b-87b4-4195-81b1-50fdec67797b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/62fa741b-87b4-4195-81b1-50fdec67797b/62fa741b-87b4-4195-81b1-50fdec67797b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader...</itunes:subtitle><itunes:summary><![CDATA[The Future of Higher Education: What Role Does Europe Want to Play?​In this article, the author discusses the evolving role of higher education in the context of technological revolutions, emphasizing Europe’s need to assert itself as a global leader by integrating European values and fostering collaboration among universities. It highlights the importance of research, education, and a shared European vision in shaping the future of technology and society, ultimately aiming for a unified continental educational space.In the ever-evolving landscape of economic and societal development, technology has emerged as a driving force that shapes the course of progress. Until the late 1700s and early 1800s, the Far East regions dominated the world’s economic development as a result of their more dynamic demographic growth. However, with the rise of industrial revolutions, technology shifted the balance in favour of the West and the importance of higher education came to the forefront. Fast forward to the 20  th  century, where the digital revolution changed the world’s economic leadership again. Today, we stand on the cusp of the fourth industrial revolution, wherein technology, artificial intelligence, and automation are poised to redefine, once again, our lives. As the world looks towards the future, Europe faces a crucial question: What role does it want to play in shaping the trajectory of technology and its impact on society? This article explores the crucial role of higher education in this context and how European universities can lead as beacons of European values in the global arena, by also developing a joint “universal” campus, free of physical, administrative, or educational barriers.A CHANGING LANDSCAPE: A TALE OF TWO POWERSAs we delve into history, we observe that economic and societal development were predominantly driven by the Far East regions, contributing up to 80% of the global GDP. The growth of rural economies depended on factors such as the number of citizens, the agricultural workforce, and basic needs consumption.However, the paradigm shifted with the advent of key industrial revolutions. The first revolution in the late eighteenth century saw a transition from hand production to machine-based manufacturing, powered by water and steam, which spread from Britain to most Western countries. Subsequently, the second in the late nineteenth century reinforced these developments, facilitated by innovations in energy production, electrification, telegraph-based communications, and railroad infrastructures. This era facilitated the unprecedented movement of people and ideas, although it was marked by the devastating impact of the two world wars.The twentieth century witnessed the third industrial revolution, commonly known as the digital revolution, characterised by the shift from mechanical and analogue electronics to digital electronics, communications, and computers. This revolution ushered in the information age.Each of these revolutions had a profound impact on economic and societal development. The first two propelled the Western world to grow at an unprecedented rate, leading to increased productivity and improved living conditions. Consequently, by the mid-twentieth century, 80% of the world’s GDP came from Western regions, despite having a smaller population compared to other parts of the world. However, with the advent of the third industrial revolution and globalisation, technological developments became accessible worldwide, causing North America and Far East countries to take the lead in global economic and societal progress.Throughout these nearly three centuries of development, one constant element has been technology. Technology has not only transformed the development paradigm but also increased productivity, altered human conditions, and impacted the planet.THE ROLE OF HIGHER EDUCATIONToday, as we find ourselves amidst the so called fourth industrial revolution, characterized by internet...]]></itunes:summary><itunes:duration>531</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The impact of government changes to apprenticeship funding bands and what further change i</title><link>https://www.spreaker.com/episode/the-impact-of-government-changes-to-apprenticeship-funding-bands-and-what-further-change-i--56922359</link><description><![CDATA[The impact of government changes to apprenticeship funding bands and what further change is still neededThe last 2 years has seen a dangerous situation emerge in the UK skills sector. Senior policy makers in government have repeatedly expressed the critical role of skills in supporting economic recovery in the UK, and the importance of high-quality apprenticeships in delivering those skills. However, funding for skills has been shrinking in real terms, as static funding bands in the face of rapidly inflating delivery costs have left many colleges unable to resource course programmes, forcing providers to significantly reduce, or even entirely discontinue, their apprenticeship programmes.MORE FINANCIAL SUPPORT IS NEEDEDThe accountancy sector has been one of the shining successes of the roll-out of apprenticeship standards since the introduction of the Levy. A large majority of trainee accountants are now supported as apprentices, which has led to huge gains in social mobility, diversity and access to entry-level roles in a professional career with excellent progression and earning potential.The days when a typical newly recruited accountancy trainee was a product of a private school and a Russell group university have thankfully been consigned to the past. Apprenticeships have truly helped to open up the profession to individuals regardless of their background.However, the challenge of delivering high quality apprenticeship programmes in the face of reductions in the levels of real funding means that many training providers are asking their clients to pay contributions towards increasing delivery costs. Most employers fully support the need for quality in the way their new recruits are trained and understand the need to help cover the costs that implies. But increasing numbers are now questioning whether apprenticeship programmes still make commercial sense.It would be a shame to see a reversal of the success of recent years in encouraging employers of trainee accountants to embrace apprenticeships.SOME POSITIVE MOVEMENTAs of the 1  st  of August 2023, the Institute for Apprenticeships and Technical Education (IfATE) updated the Level 3 Assistant Accountant Apprenticeship Standard. The funding band for the standard has been revised and increased from £8,000 to £12,000 to reflect new content and the mandating of the Level 3 AAT qualification.This is great news as it means that training providers such as First Intuition can continue to deliver high-quality training to learners at a time when delivery costs have been inflating so quickly.From the employer’s perspective the mandating of the AAT qualification means that additional costs can now be covered by the funding, where in the past they would have to budget separately for these. These newly eligible costs include the student registration fee for Level 3, first-sitting exam fees plus the exam fee for a resit.POSITIVE MOVEMENT, BUT MORE IS NEEDEDThe 50% increase to the AAT Level 3 Diploma in Accounting funding band is a big step forward in the right direction for training providers to continue to be able to deliver quality apprenticeships. Until this change, apprenticeship funding bands had seen no inflationary increases, despite substantial increases in the costs of delivering apprenticeships through rising salaries and operational costs.The increase to the Level 3 funding band follows the removal earlier this year of the non-levy reservations ‘cap of ten’. This means non-levy employers are no longer limited to a maximum of ten learners and can take advantage of hiring as many new apprentices as their business needs.WHAT CHANGE IS STILL NEEDEDDespite these welcome changes, there is a lot more the government needs to do to ensure both employers and students get the most out of apprenticeships. Some limitations of the recent changes include:-  Following from the changes to Level 3, increases to the funding bands for accountancy apprenticeships at levels 4 and 7 are urgently requ...]]></description><guid isPermaLink="false">axyN8k9K</guid><pubDate>Mon, 25 Sep 2023 08:23:26 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56922359/ndat1ao8yvp2iwgbrj2huq5h2klfyikqaan9jqak.mp3" length="1215168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4/a2d8e7d0-fe36-4459-9fb9-9458eac2b8a4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The impact of government changes to apprenticeship funding bands and what further change is still neededThe last 2 years has seen a dangerous situation emerge in the UK skills sector. Senior policy makers in government have repeatedly expressed the...</itunes:subtitle><itunes:summary><![CDATA[The impact of government changes to apprenticeship funding bands and what further change is still neededThe last 2 years has seen a dangerous situation emerge in the UK skills sector. Senior policy makers in government have repeatedly expressed the critical role of skills in supporting economic recovery in the UK, and the importance of high-quality apprenticeships in delivering those skills. However, funding for skills has been shrinking in real terms, as static funding bands in the face of rapidly inflating delivery costs have left many colleges unable to resource course programmes, forcing providers to significantly reduce, or even entirely discontinue, their apprenticeship programmes.MORE FINANCIAL SUPPORT IS NEEDEDThe accountancy sector has been one of the shining successes of the roll-out of apprenticeship standards since the introduction of the Levy. A large majority of trainee accountants are now supported as apprentices, which has led to huge gains in social mobility, diversity and access to entry-level roles in a professional career with excellent progression and earning potential.The days when a typical newly recruited accountancy trainee was a product of a private school and a Russell group university have thankfully been consigned to the past. Apprenticeships have truly helped to open up the profession to individuals regardless of their background.However, the challenge of delivering high quality apprenticeship programmes in the face of reductions in the levels of real funding means that many training providers are asking their clients to pay contributions towards increasing delivery costs. Most employers fully support the need for quality in the way their new recruits are trained and understand the need to help cover the costs that implies. But increasing numbers are now questioning whether apprenticeship programmes still make commercial sense.It would be a shame to see a reversal of the success of recent years in encouraging employers of trainee accountants to embrace apprenticeships.SOME POSITIVE MOVEMENTAs of the 1  st  of August 2023, the Institute for Apprenticeships and Technical Education (IfATE) updated the Level 3 Assistant Accountant Apprenticeship Standard. The funding band for the standard has been revised and increased from £8,000 to £12,000 to reflect new content and the mandating of the Level 3 AAT qualification.This is great news as it means that training providers such as First Intuition can continue to deliver high-quality training to learners at a time when delivery costs have been inflating so quickly.From the employer’s perspective the mandating of the AAT qualification means that additional costs can now be covered by the funding, where in the past they would have to budget separately for these. These newly eligible costs include the student registration fee for Level 3, first-sitting exam fees plus the exam fee for a resit.POSITIVE MOVEMENT, BUT MORE IS NEEDEDThe 50% increase to the AAT Level 3 Diploma in Accounting funding band is a big step forward in the right direction for training providers to continue to be able to deliver quality apprenticeships. Until this change, apprenticeship funding bands had seen no inflationary increases, despite substantial increases in the costs of delivering apprenticeships through rising salaries and operational costs.The increase to the Level 3 funding band follows the removal earlier this year of the non-levy reservations ‘cap of ten’. This means non-levy employers are no longer limited to a maximum of ten learners and can take advantage of hiring as many new apprentices as their business needs.WHAT CHANGE IS STILL NEEDEDDespite these welcome changes, there is a lot more the government needs to do to ensure both employers and students get the most out of apprenticeships. Some limitations of the recent changes include:-  Following from the changes to Level 3, increases to the funding bands for accountancy apprenticeships at levels 4 and 7 are urgently...]]></itunes:summary><itunes:duration>304</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Connecting local businesses with colleges</title><link>https://www.spreaker.com/episode/connecting-local-businesses-with-colleges--56922358</link><description><![CDATA[Connecting local businesses with collegesIn this article the author focuses on the importance of businesses partnering with local colleges. These partnerships can be mutually beneficial. By offering real -world experience and tapping into fresh talent, local businesses can identify potential future employees while universities can promote experiential learning and better graduate prospects.CONNECTING LOCAL BUSINESSES WITH COLLEGESIt is common knowledge that we are right in the middle of an employment crisis, with companies across all sectors struggling to find the right people to join their businesses. Employees since the pandemic are being careful with what careers they pursue, and we have seen in recent times retail really being affected. An example is what has happened with Wilko, meaning employees are being really careful with their career choices, and this is leading to staff shortages across a whole range of sectors, but in some sectors, this is even more severe, such as truck drivers, which has been further affected by Brexit.On the other hand, research suggests that young people looking to take on their first roles are really struggling to find meaningful roles that fulfil their ambitions.This is where colleges come in; they are very good at attracting students and delivering world-class training and offer many routes for students to get educated either in the classroom or through schemes like apprenticeships, higher learning, T-Levels, and so much more. What’s even better is that local businesses can really benefit from these schemes.ATTRACTING TALENTSIn our experience, having spoken to and worked with colleges across the UK, colleges struggle at finding, attracting, and even prospecting very local businesses that are desperate for the talented individuals the colleges produce.Colleges also offer a whole host of other services, such as business advice, business centres where rooms can be hired, and even high-quality equipment. The hard truth here is that most local businesses are not even aware of all these services that are offered.BUILDING AWARENESS FOR THE SERVICES OFFEREDWhat can you do to connect with your local businesses and start to build awareness of all the services that you offer?In our experience, the first stage is looking at how far students can realistically travel for work and to college. This is important specifically for schemes such as apprenticeships, where there is work placement and college placement, and the apprentice often will be travelling via public transport. In our experience, this is usually within 15 miles of your campuses.Once this is agreed upon, it’s worth working with a company like ours to understand the make-up of all the businesses in your local area, i.e., what business sectors are they in and what are the sizes of the businesses. We would then advocate that the college look at their internal CRM to see how much data they hold, when it was last updated, and how compliant your data is under both GDPR and PECR. Then I would look to see what businesses you are missing.BEING COMPLIANTThis is a simple process of matching your data against our data and seeing what the difference is, as well as an opportunity to ensure that the data you hold is valid, updated, and compliant.Colleges, in general, don’t have a compliant mechanism to communicate with local businesses via email due to the complexities of GDPR and PECR. This is where we can help. All the data we hold is from corporate subscribers, meaning as long as there is a genuine potential legitimate interest, we can help colleges engage with local businesses via email.WHAT THEY SAY ABOUT GO LIVE DATAHalesowen College said this about us after trialling us at first:“The test campaign ran from January to March and delivered around 150 opportunities for the college, for which we have seen amazing conversion rates of around 60–70%. We are now looking to use Go Live Data as a long-term partner to help the college continue to achieve our app...]]></description><guid isPermaLink="false">ExvR3rxk</guid><pubDate>Mon, 25 Sep 2023 08:23:26 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56922358/naolgrlszv3j16pflwkfnwokgzlkxz4kebkgicgd.mp3" length="1175904" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b872f53-9d4f-4047-a1af-219e94a1ad2d/5b872f53-9d4f-4047-a1af-219e94a1ad2d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b872f53-9d4f-4047-a1af-219e94a1ad2d/5b872f53-9d4f-4047-a1af-219e94a1ad2d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b872f53-9d4f-4047-a1af-219e94a1ad2d/5b872f53-9d4f-4047-a1af-219e94a1ad2d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Connecting local businesses with collegesIn this article the author focuses on the importance of businesses partnering with local colleges. These partnerships can be mutually beneficial. By offering real -world experience and tapping into fresh...</itunes:subtitle><itunes:summary><![CDATA[Connecting local businesses with collegesIn this article the author focuses on the importance of businesses partnering with local colleges. These partnerships can be mutually beneficial. By offering real -world experience and tapping into fresh talent, local businesses can identify potential future employees while universities can promote experiential learning and better graduate prospects.CONNECTING LOCAL BUSINESSES WITH COLLEGESIt is common knowledge that we are right in the middle of an employment crisis, with companies across all sectors struggling to find the right people to join their businesses. Employees since the pandemic are being careful with what careers they pursue, and we have seen in recent times retail really being affected. An example is what has happened with Wilko, meaning employees are being really careful with their career choices, and this is leading to staff shortages across a whole range of sectors, but in some sectors, this is even more severe, such as truck drivers, which has been further affected by Brexit.On the other hand, research suggests that young people looking to take on their first roles are really struggling to find meaningful roles that fulfil their ambitions.This is where colleges come in; they are very good at attracting students and delivering world-class training and offer many routes for students to get educated either in the classroom or through schemes like apprenticeships, higher learning, T-Levels, and so much more. What’s even better is that local businesses can really benefit from these schemes.ATTRACTING TALENTSIn our experience, having spoken to and worked with colleges across the UK, colleges struggle at finding, attracting, and even prospecting very local businesses that are desperate for the talented individuals the colleges produce.Colleges also offer a whole host of other services, such as business advice, business centres where rooms can be hired, and even high-quality equipment. The hard truth here is that most local businesses are not even aware of all these services that are offered.BUILDING AWARENESS FOR THE SERVICES OFFEREDWhat can you do to connect with your local businesses and start to build awareness of all the services that you offer?In our experience, the first stage is looking at how far students can realistically travel for work and to college. This is important specifically for schemes such as apprenticeships, where there is work placement and college placement, and the apprentice often will be travelling via public transport. In our experience, this is usually within 15 miles of your campuses.Once this is agreed upon, it’s worth working with a company like ours to understand the make-up of all the businesses in your local area, i.e., what business sectors are they in and what are the sizes of the businesses. We would then advocate that the college look at their internal CRM to see how much data they hold, when it was last updated, and how compliant your data is under both GDPR and PECR. Then I would look to see what businesses you are missing.BEING COMPLIANTThis is a simple process of matching your data against our data and seeing what the difference is, as well as an opportunity to ensure that the data you hold is valid, updated, and compliant.Colleges, in general, don’t have a compliant mechanism to communicate with local businesses via email due to the complexities of GDPR and PECR. This is where we can help. All the data we hold is from corporate subscribers, meaning as long as there is a genuine potential legitimate interest, we can help colleges engage with local businesses via email.WHAT THEY SAY ABOUT GO LIVE DATAHalesowen College said this about us after trialling us at first:“The test campaign ran from January to March and delivered around 150 opportunities for the college, for which we have seen amazing conversion rates of around 60–70%. We are now looking to use Go Live Data as a long-term partner to help the college continue to achieve our...]]></itunes:summary><itunes:duration>294</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Enhancing Staffing Efficiency: The Role of AI in Education</title><link>https://www.spreaker.com/episode/enhancing-staffing-efficiency-the-role-of-ai-in-education--56893282</link><description><![CDATA[Enhancing Staffing Efficiency: The Role of AI in EducationOMMAX  digital strategy partner Isabella Calderon Hoyos explains how AI is transforming staffing in education, bringing simplicity, speed and efficiency to a sector in need.Artificial Intelligence has commanded attention as a force with fantastic potential, particularly around driving operational performance by assisting humans to deliver a host of tasks more quickly and efficiently than before. One area where this is particularly evident is in human resources for the education sector, where AI is playing an increasingly pivotal role.Staffing efficiency is particularly important in education to ensure a high quality of teaching and standard of care for children is met. However, we are seeing a growing trend where staff availability continues to drop in the education sector as many places  struggle to hire or retain staff  , leading to larger classrooms and poorer teaching outcomes.As educational institutions work to manage the logistical challenges around staffing efficiency, investing time and capital into tech solutions is understandably not a priority. However, by neglecting technology’s potential, education leaders risk missing out on powerful tools and solutions.AI AS A CATALYST FOR STAFFING EFFICIENCY IN EDUCATIONOne of the biggest problems that the education sector faces is having enough trained staff members to teach the number of children in classrooms. Moreover, due to poor shift working logistics, individuals working across all parts of the education sector are struggling to manage the balancing act between ensuring staff numbers are adequately met with the work-life balance of employees. The HSE estimates that in education alone, stress, depression and anxiety results in  1,383 days lost  annually, or half a day per worker.This problem is compounded by a funding problem specifically in public sector education, and the  Education Policy Institute estimates  that school costs will increase faster than funding over the next two years. Between the limited staff numbers and financial capital available in the sector, education leaders are both time and resource-poor. This leaves limited scope for technology for leaders to be looking into technology solutions. Nevertheless, it is not only worth the investment, it is essential that leaders find the time to look into tech solutions as they could provide tangible solutions to some of the biggest problems the sector is experiencing today.AI specifically is important for governments and schooling institutions to pay more attention to, including the role AI can play in improving staff logistics optimisation. AI is an investment into harnessing data analysis to achieve fast-acting, tangible benefits across the education sector. AI is able to relieve staff from mundane office and HR tasks that would normally consume much of their time, help train teachers and support students, address individual learning needs and reduce extra costs. Ultimately, this leads to more time for education leaders and much more efficient use of resources.DIGGING DEEPER INTO HOW AI CAN HELPHarnessing the capabilities of AI and machine learning (ML) comes with a number of benefits. For example, schools can use AI and ML to negotiate intricate guidelines surrounding teacher-to-children ratios, prioritise familiarity between staff and children, and make real-time decisions regarding the allocation of internal or external staffing resources. Additionally, AI can assist staff with external staffing agencies by carrying out administrative roles and significantly reducing associated costs. Beyond cost savings, schools can enhance speed and efficiency in employee resourcing, translating into superior outcomes and improved overall performance. AI tools also help with predictive analytics to steer HR strategy around activities like hiring and predicting turnover.Our team at OMMAX has successfully shown this, having worked with a popular nursery chain in the...]]></description><guid isPermaLink="false">l9XOnZx0</guid><pubDate>Fri, 22 Sep 2023 08:22:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56893282/hgck4sr5dzq28mfs8docvyhyos3v3a58toqb99s1.mp3" length="1673280" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792968b8-77ff-4cd1-984a-23ec5c722c43/792968b8-77ff-4cd1-984a-23ec5c722c43.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792968b8-77ff-4cd1-984a-23ec5c722c43/792968b8-77ff-4cd1-984a-23ec5c722c43.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/792968b8-77ff-4cd1-984a-23ec5c722c43/792968b8-77ff-4cd1-984a-23ec5c722c43.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Enhancing Staffing Efficiency: The Role of AI in EducationOMMAX  digital strategy partner Isabella Calderon Hoyos explains how AI is transforming staffing in education, bringing simplicity, speed and efficiency to a sector in need.Artificial...</itunes:subtitle><itunes:summary><![CDATA[Enhancing Staffing Efficiency: The Role of AI in EducationOMMAX  digital strategy partner Isabella Calderon Hoyos explains how AI is transforming staffing in education, bringing simplicity, speed and efficiency to a sector in need.Artificial Intelligence has commanded attention as a force with fantastic potential, particularly around driving operational performance by assisting humans to deliver a host of tasks more quickly and efficiently than before. One area where this is particularly evident is in human resources for the education sector, where AI is playing an increasingly pivotal role.Staffing efficiency is particularly important in education to ensure a high quality of teaching and standard of care for children is met. However, we are seeing a growing trend where staff availability continues to drop in the education sector as many places  struggle to hire or retain staff  , leading to larger classrooms and poorer teaching outcomes.As educational institutions work to manage the logistical challenges around staffing efficiency, investing time and capital into tech solutions is understandably not a priority. However, by neglecting technology’s potential, education leaders risk missing out on powerful tools and solutions.AI AS A CATALYST FOR STAFFING EFFICIENCY IN EDUCATIONOne of the biggest problems that the education sector faces is having enough trained staff members to teach the number of children in classrooms. Moreover, due to poor shift working logistics, individuals working across all parts of the education sector are struggling to manage the balancing act between ensuring staff numbers are adequately met with the work-life balance of employees. The HSE estimates that in education alone, stress, depression and anxiety results in  1,383 days lost  annually, or half a day per worker.This problem is compounded by a funding problem specifically in public sector education, and the  Education Policy Institute estimates  that school costs will increase faster than funding over the next two years. Between the limited staff numbers and financial capital available in the sector, education leaders are both time and resource-poor. This leaves limited scope for technology for leaders to be looking into technology solutions. Nevertheless, it is not only worth the investment, it is essential that leaders find the time to look into tech solutions as they could provide tangible solutions to some of the biggest problems the sector is experiencing today.AI specifically is important for governments and schooling institutions to pay more attention to, including the role AI can play in improving staff logistics optimisation. AI is an investment into harnessing data analysis to achieve fast-acting, tangible benefits across the education sector. AI is able to relieve staff from mundane office and HR tasks that would normally consume much of their time, help train teachers and support students, address individual learning needs and reduce extra costs. Ultimately, this leads to more time for education leaders and much more efficient use of resources.DIGGING DEEPER INTO HOW AI CAN HELPHarnessing the capabilities of AI and machine learning (ML) comes with a number of benefits. For example, schools can use AI and ML to negotiate intricate guidelines surrounding teacher-to-children ratios, prioritise familiarity between staff and children, and make real-time decisions regarding the allocation of internal or external staffing resources. Additionally, AI can assist staff with external staffing agencies by carrying out administrative roles and significantly reducing associated costs. Beyond cost savings, schools can enhance speed and efficiency in employee resourcing, translating into superior outcomes and improved overall performance. AI tools also help with predictive analytics to steer HR strategy around activities like hiring and predicting turnover.Our team at OMMAX has successfully shown this, having worked with a popular nursery chain in...]]></itunes:summary><itunes:duration>419</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The role of apprenticeships in tackling UK’s social mobility challenges</title><link>https://www.spreaker.com/episode/the-role-of-apprenticeships-in-tackling-uk-s-social-mobility-challenges--56893281</link><description><![CDATA[The role of apprenticeships in tackling UK’s social mobility challengesIn this article, Nichola Hay discusses the latest report from the Social Mobility Commission and highlights the role of professional apprenticeships in tackling the UK’s growing social mobility crisisThis month, the UK’s Social Mobility Commission released its annual  State of the Nation 2023 report  on social mobility, with stark warnings from its chair, Alun Francis, that the nation’s younger generation is now in danger of being worse off than its predecessors.The report found that lower working-class parents are about three times as likely to find themselves in working-class occupations themselves and that people’s highest level of qualification is strongly related to the level of education that their parents achieved. For instance, people who have parents with a degree are far more likely — 64% against 18% — to get a degree than those whose parents don’t have a degree.Interestingly, 44 per cent of people defined ‘having a better life than your parents’ as meaning have a better education.Despite the extensive scope of the Commission’s research and its focus on access to education, it is noteworthy that the report fails to consider the progression made by people into apprenticeships — despite accepting in the report that looking into apprenticeships would help improve the accuracy of their future findings.The fact is that apprenticeships are a key pathway for helping people of all socio-economic backgrounds into the labour market and, most critically, opening up new opportunities for people already in employment to upskill themselves and achieve rapid upward occupational mobility.As the UK enters a potential period of social mobility stagnation, professional apprenticeships have increasingly emerged as a powerful antidote, which employees and employers are increasingly drawn towards for several reasons which cannot be overlooked.LEVELLING THE PLAYING FIELDProfessional apprenticeships are an incredibly effective mechanism to help people overcome the traditional barriers to entry that guard many jobs in the modern economy. In many instances, they provide a viable route for individuals from diverse backgrounds, regardless of their educational history, to gain access to high-quality training.This allows them to forge career advancement opportunities that may never have existed before and ensures that talent, hard work, and potential are the primary determinants of success rather than social or economic circumstances.Whether it’s parents looking to re-enter the workforce, the long-term economically inactive or recent school/college leavers, an apprenticeship programme can create an opportunity for those candidates who may never have applied for a role due to their lack of direct experience or a specific university degree.GREATER FLEXIBILITY, HIGHER VALUEAs professional apprenticeships are built around the principle of on-the-job learning  ,  they allow individuals to earn while they learn. This significantly reduces the financial burden often associated with pursuing further education or skill acquisition more broadly.Moreover, the tailored nature of apprenticeships ensures that – unlike many other educational pursuits – participants acquire skills and knowledge directly relevant to their chosen career path, enhancing their employability and potential for career progression.In this way, apprenticeships provide a fantastic value for investment — a factor which will be critical to those with less time and resources to dedicate to their professional development.TIMES ARE CHANGINGOn top of the warnings from the Social Mobility Commission, it is important to reflect on the fact that we are in a period of rapid change for the UK labour market and the nature of work itself. Driven by automation and technological advancement, many sectors and professions are likely to experience significant upheaval over the next decade.If we fail as a nation to upskill and reskill ou...]]></description><guid isPermaLink="false">BzJqWk9r</guid><pubDate>Fri, 22 Sep 2023 08:22:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56893281/hi2fr1tjuarskeivlklup4l6x1ocyqlcu9dgn85q.mp3" length="1463328" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b39dfbc4-bd00-408d-a66d-8bfefb279c7b/b39dfbc4-bd00-408d-a66d-8bfefb279c7b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b39dfbc4-bd00-408d-a66d-8bfefb279c7b/b39dfbc4-bd00-408d-a66d-8bfefb279c7b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b39dfbc4-bd00-408d-a66d-8bfefb279c7b/b39dfbc4-bd00-408d-a66d-8bfefb279c7b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The role of apprenticeships in tackling UK’s social mobility challengesIn this article, Nichola Hay discusses the latest report from the Social Mobility Commission and highlights the role of professional apprenticeships in tackling the UK’s growing...</itunes:subtitle><itunes:summary><![CDATA[The role of apprenticeships in tackling UK’s social mobility challengesIn this article, Nichola Hay discusses the latest report from the Social Mobility Commission and highlights the role of professional apprenticeships in tackling the UK’s growing social mobility crisisThis month, the UK’s Social Mobility Commission released its annual  State of the Nation 2023 report  on social mobility, with stark warnings from its chair, Alun Francis, that the nation’s younger generation is now in danger of being worse off than its predecessors.The report found that lower working-class parents are about three times as likely to find themselves in working-class occupations themselves and that people’s highest level of qualification is strongly related to the level of education that their parents achieved. For instance, people who have parents with a degree are far more likely — 64% against 18% — to get a degree than those whose parents don’t have a degree.Interestingly, 44 per cent of people defined ‘having a better life than your parents’ as meaning have a better education.Despite the extensive scope of the Commission’s research and its focus on access to education, it is noteworthy that the report fails to consider the progression made by people into apprenticeships — despite accepting in the report that looking into apprenticeships would help improve the accuracy of their future findings.The fact is that apprenticeships are a key pathway for helping people of all socio-economic backgrounds into the labour market and, most critically, opening up new opportunities for people already in employment to upskill themselves and achieve rapid upward occupational mobility.As the UK enters a potential period of social mobility stagnation, professional apprenticeships have increasingly emerged as a powerful antidote, which employees and employers are increasingly drawn towards for several reasons which cannot be overlooked.LEVELLING THE PLAYING FIELDProfessional apprenticeships are an incredibly effective mechanism to help people overcome the traditional barriers to entry that guard many jobs in the modern economy. In many instances, they provide a viable route for individuals from diverse backgrounds, regardless of their educational history, to gain access to high-quality training.This allows them to forge career advancement opportunities that may never have existed before and ensures that talent, hard work, and potential are the primary determinants of success rather than social or economic circumstances.Whether it’s parents looking to re-enter the workforce, the long-term economically inactive or recent school/college leavers, an apprenticeship programme can create an opportunity for those candidates who may never have applied for a role due to their lack of direct experience or a specific university degree.GREATER FLEXIBILITY, HIGHER VALUEAs professional apprenticeships are built around the principle of on-the-job learning  ,  they allow individuals to earn while they learn. This significantly reduces the financial burden often associated with pursuing further education or skill acquisition more broadly.Moreover, the tailored nature of apprenticeships ensures that – unlike many other educational pursuits – participants acquire skills and knowledge directly relevant to their chosen career path, enhancing their employability and potential for career progression.In this way, apprenticeships provide a fantastic value for investment — a factor which will be critical to those with less time and resources to dedicate to their professional development.TIMES ARE CHANGINGOn top of the warnings from the Social Mobility Commission, it is important to reflect on the fact that we are in a period of rapid change for the UK labour market and the nature of work itself. Driven by automation and technological advancement, many sectors and professions are likely to experience significant upheaval over the next decade.If we fail as a nation to upskill and...]]></itunes:summary><itunes:duration>366</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Employability Across the Globe: Bridging the Gap Between Our Similarities and Differences</title><link>https://www.spreaker.com/episode/employability-across-the-globe-bridging-the-gap-between-our-similarities-and-differences--56893280</link><description><![CDATA[Employability Across the Globe: Bridging the Gap Between Our Similarities and DifferencesIn today’s interconnected world, some argue that employment practices are becoming more standardised, but is it true that one size fits all? Exploring differences and commonalities across regions reveals a delicate balance. In the age of globalisation, where borders become less significant, and digital advancements level the playing field, one might argue that employability practices are becoming more standardised. However, is it truly one size fits all? As we venture deeper into the realm of employability across various regions, we’ll uncover the intricate dance between shared grounds and unique diversities.GLOBAL CONVERGENCE: WHERE WE ALL MEETBefore diving into the unique landscapes of different countries, let’s first acknowledge the common ground:1  Digital Platforms: The digital era has introduced universal platforms like LinkedIn, Glassdoor, and Indeed. These have become essential tools for job seekers worldwide, offering access to global opportunities.2  Core Competencies: Whether you’re in Berlin or Buenos Aires, employers value soft skills such as communication, critical thinking, adaptability, and teamwork.3  Global Education Frameworks: With educational standards like the Bologna Process being widely accepted, there’s a shared understanding of academic qualifications. Moreover, Massive Open Online Courses (MOOCs) offer universally accessible education, setting a global standard for many skills.4  Mobility and Remote Work: The surge in remote work culture ensures jobseekers everywhere can access opportunities outside their geographical confines, further promoting a shared global working culture.UNIQUE TERRAINS: EVERY REGION HAS ITS TALEWhile there are convergences, stark differences arise from cultural, economic, and political nuances:1  Cultural Distinctions: Job application processes mirror cultural values. In the West, individual achievements are emphasised, whereas, in many Eastern cultures, harmony and collective contributions might be more appreciated. This divergence affects everything from CV crafting to interview etiquette.2  Economic Focus: Nations prioritise different industries based on resources, history, and strategy. A country rich in natural resources may focus on mining or agriculture, while another might invest heavily in technology or tourism.3  Legal Frameworks: Employment laws differ vastly. For instance, European nations often have robust workers’ rights and welfare systems, while other countries might prioritise business flexibility.BRIDGING THE GAP: TAILORED STRATEGIESGiven the mix of similarities and differences, how can employability services be optimised for efficacy?1  Localised Skills Training: While a software engineer might benefit from universally accepted coding standards, a salesperson or a public relations professional would need training tailored to cultural and regional sensibilities.2  Understanding Regional Job Markets: Economic fluctuations, political scenarios, and emerging industries shape job markets. An effective employability service should be a blend of global good practices and local market insights.3  Cultural Sensitisation Programs: For migrants and global remote workers, cultural integration becomes vital. Programs that help individuals navigate these new terrains can be the difference between success and struggle.4  Regulatory Guidance: Jobseekers, especially those looking to work in foreign lands, benefit from understanding the legal and regulatory frameworks. This could range from work permit processes to workers’ rights and responsibilities.COLLABORATION OVER STANDARDISATIONWhile the global landscape offers a canvas of shared tools and platforms, the magic often lies in the details:1  Peer Learning: Jobseekers can benefit immensely from peer networks that span across countries. Such collaborations offer first-hand insights into regional job markets, challenges, and opportunitie...]]></description><guid isPermaLink="false">Zx5m1qxP</guid><pubDate>Fri, 22 Sep 2023 08:22:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56893280/74vfge7ssxi4tskfzzc4i7styurwrz3mxvbkdfid.mp3" length="1410816" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f5c8a3a1-b7be-43bc-9b15-765054e5dfab/f5c8a3a1-b7be-43bc-9b15-765054e5dfab.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f5c8a3a1-b7be-43bc-9b15-765054e5dfab/f5c8a3a1-b7be-43bc-9b15-765054e5dfab.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f5c8a3a1-b7be-43bc-9b15-765054e5dfab/f5c8a3a1-b7be-43bc-9b15-765054e5dfab.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Employability Across the Globe: Bridging the Gap Between Our Similarities and DifferencesIn today’s interconnected world, some argue that employment practices are becoming more standardised, but is it true that one size fits all? Exploring differences...</itunes:subtitle><itunes:summary><![CDATA[Employability Across the Globe: Bridging the Gap Between Our Similarities and DifferencesIn today’s interconnected world, some argue that employment practices are becoming more standardised, but is it true that one size fits all? Exploring differences and commonalities across regions reveals a delicate balance. In the age of globalisation, where borders become less significant, and digital advancements level the playing field, one might argue that employability practices are becoming more standardised. However, is it truly one size fits all? As we venture deeper into the realm of employability across various regions, we’ll uncover the intricate dance between shared grounds and unique diversities.GLOBAL CONVERGENCE: WHERE WE ALL MEETBefore diving into the unique landscapes of different countries, let’s first acknowledge the common ground:1  Digital Platforms: The digital era has introduced universal platforms like LinkedIn, Glassdoor, and Indeed. These have become essential tools for job seekers worldwide, offering access to global opportunities.2  Core Competencies: Whether you’re in Berlin or Buenos Aires, employers value soft skills such as communication, critical thinking, adaptability, and teamwork.3  Global Education Frameworks: With educational standards like the Bologna Process being widely accepted, there’s a shared understanding of academic qualifications. Moreover, Massive Open Online Courses (MOOCs) offer universally accessible education, setting a global standard for many skills.4  Mobility and Remote Work: The surge in remote work culture ensures jobseekers everywhere can access opportunities outside their geographical confines, further promoting a shared global working culture.UNIQUE TERRAINS: EVERY REGION HAS ITS TALEWhile there are convergences, stark differences arise from cultural, economic, and political nuances:1  Cultural Distinctions: Job application processes mirror cultural values. In the West, individual achievements are emphasised, whereas, in many Eastern cultures, harmony and collective contributions might be more appreciated. This divergence affects everything from CV crafting to interview etiquette.2  Economic Focus: Nations prioritise different industries based on resources, history, and strategy. A country rich in natural resources may focus on mining or agriculture, while another might invest heavily in technology or tourism.3  Legal Frameworks: Employment laws differ vastly. For instance, European nations often have robust workers’ rights and welfare systems, while other countries might prioritise business flexibility.BRIDGING THE GAP: TAILORED STRATEGIESGiven the mix of similarities and differences, how can employability services be optimised for efficacy?1  Localised Skills Training: While a software engineer might benefit from universally accepted coding standards, a salesperson or a public relations professional would need training tailored to cultural and regional sensibilities.2  Understanding Regional Job Markets: Economic fluctuations, political scenarios, and emerging industries shape job markets. An effective employability service should be a blend of global good practices and local market insights.3  Cultural Sensitisation Programs: For migrants and global remote workers, cultural integration becomes vital. Programs that help individuals navigate these new terrains can be the difference between success and struggle.4  Regulatory Guidance: Jobseekers, especially those looking to work in foreign lands, benefit from understanding the legal and regulatory frameworks. This could range from work permit processes to workers’ rights and responsibilities.COLLABORATION OVER STANDARDISATIONWhile the global landscape offers a canvas of shared tools and platforms, the magic often lies in the details:1  Peer Learning: Jobseekers can benefit immensely from peer networks that span across countries. Such collaborations offer first-hand insights into regional job markets, challenges, and...]]></itunes:summary><itunes:duration>353</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI: Powering the next generation of workers</title><link>https://www.spreaker.com/episode/ai-powering-the-next-generation-of-workers--56879333</link><description><![CDATA[AI: Powering the next generation of workersIn this article, the author discusses AI’s impact on workplace collaboration, productivity, training, industry changes and HR operations, emphasising the need for upskilling to maximise its benefits.As organisations modernise the workplace to accommodate the demands of the evolving workforce demographic, the adoption of artificial intelligence (AI) has gained momentum. The availability of integrated AI platforms that provide easy access to AI assets has democratized the technology, thus promoting its widespread acceptance and adoption across enterprises. AI is fundamentally going to disrupt the way we work and some of the ways this will happen are:AI-POWERED AR/VR COLLABORATION SPACESThe hybrid work model is a significant trend in the post-pandemic era. One can argue that it is not just a trend but a permanent shift in priorities and preferences. According to Infosys’ Future of Work report, 41% of companies plan to increase remote working hires in the next two years. Even if we do not consider hybrid work, achieving a seamless collaboration with geographically dispersed teams has always been a challenge for enterprises. Particularly in design and construction projects, immersive 3D experiences powered by VR-assisted AI platforms can deliver much better value than traditional video conferencing tools. It can also be used in training and reskilling of employees. Additionally, interacting with virtual life-like avatars that mimic your actions can help geographically disparate team members maintain human connections.AI assistants equipped with natural language processing and generative AI capabilities can improve employee productivity and well-being by eliminating mundane and tedious work like taking meeting notes, making presentations and reports, scheduling meetings, raising tickets for service requirements, filling out paperwork, and more. Employees can devote time to more intellectually fulfilling tasks and projects they are passionate about, improving job satisfaction and employee retention. Voice-controlled AI assistants armed with capabilities like computer vision, speech processing, and generation can be leveraged to create accessibility solutions for the differently-abled, thus increasing their participation in the workforce.TRANSFORMATION OF TRAINING AND LEARNINGIt is imperative for the new generation of workers to constantly upskill themselves in the ever-evolving technology landscape. AI can help contextualize the learning content in the right format and create personalized training plans. AI chatbots and recommendation engines can also enhance the learning experience. Generative AI will augment the capabilities of existing AI learning assistants.INDUSTRY AND FUNCTION-SPECIFIC SHIFTSDepending on the business function or the industry, AI will fundamentally change the nature of jobs. Employees will have to adapt to the new ways of working for seamless human-machine collaboration. For example, in marketing, writing marketing collaterals, or engaging social media posts is getting automated. Legal teams will be able to review and summarize reports and texts, analyse legal documents for assessing various clauses, and so on. Software developers will be leveraging Generative AI to write code which will improve their productivity and reduce time to market. In industries like manufacturing, AI will help engineers in predictive maintenance, quality inspection, designing, and planning, thus empowering them to do their jobs better.AI is not just helping knowledge workers but also empowering multiple workers across the value chain. For a worker in the last mile delivery, AI can find the most optimal route to their destination or aid in warehouse processes. Computer vision is also making it possible to ensure employees are staying compliant with safety protocols. In Infosys campuses, we used computer vision to detect whether employees were wearing face masks during Covid.TRANSFORMING HR OPER...]]></description><guid isPermaLink="false">29pGg2xr</guid><pubDate>Thu, 21 Sep 2023 08:21:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56879333/znsolxmylnbxf5iv0vbowiu6z0wfekagkoxmmlz3.mp3" length="1394112" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33297e4c-db7d-42ee-9e49-efa8127594cc/33297e4c-db7d-42ee-9e49-efa8127594cc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33297e4c-db7d-42ee-9e49-efa8127594cc/33297e4c-db7d-42ee-9e49-efa8127594cc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/33297e4c-db7d-42ee-9e49-efa8127594cc/33297e4c-db7d-42ee-9e49-efa8127594cc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI: Powering the next generation of workersIn this article, the author discusses AI’s impact on workplace collaboration, productivity, training, industry changes and HR operations, emphasising the need for upskilling to maximise its benefits.As...</itunes:subtitle><itunes:summary><![CDATA[AI: Powering the next generation of workersIn this article, the author discusses AI’s impact on workplace collaboration, productivity, training, industry changes and HR operations, emphasising the need for upskilling to maximise its benefits.As organisations modernise the workplace to accommodate the demands of the evolving workforce demographic, the adoption of artificial intelligence (AI) has gained momentum. The availability of integrated AI platforms that provide easy access to AI assets has democratized the technology, thus promoting its widespread acceptance and adoption across enterprises. AI is fundamentally going to disrupt the way we work and some of the ways this will happen are:AI-POWERED AR/VR COLLABORATION SPACESThe hybrid work model is a significant trend in the post-pandemic era. One can argue that it is not just a trend but a permanent shift in priorities and preferences. According to Infosys’ Future of Work report, 41% of companies plan to increase remote working hires in the next two years. Even if we do not consider hybrid work, achieving a seamless collaboration with geographically dispersed teams has always been a challenge for enterprises. Particularly in design and construction projects, immersive 3D experiences powered by VR-assisted AI platforms can deliver much better value than traditional video conferencing tools. It can also be used in training and reskilling of employees. Additionally, interacting with virtual life-like avatars that mimic your actions can help geographically disparate team members maintain human connections.AI assistants equipped with natural language processing and generative AI capabilities can improve employee productivity and well-being by eliminating mundane and tedious work like taking meeting notes, making presentations and reports, scheduling meetings, raising tickets for service requirements, filling out paperwork, and more. Employees can devote time to more intellectually fulfilling tasks and projects they are passionate about, improving job satisfaction and employee retention. Voice-controlled AI assistants armed with capabilities like computer vision, speech processing, and generation can be leveraged to create accessibility solutions for the differently-abled, thus increasing their participation in the workforce.TRANSFORMATION OF TRAINING AND LEARNINGIt is imperative for the new generation of workers to constantly upskill themselves in the ever-evolving technology landscape. AI can help contextualize the learning content in the right format and create personalized training plans. AI chatbots and recommendation engines can also enhance the learning experience. Generative AI will augment the capabilities of existing AI learning assistants.INDUSTRY AND FUNCTION-SPECIFIC SHIFTSDepending on the business function or the industry, AI will fundamentally change the nature of jobs. Employees will have to adapt to the new ways of working for seamless human-machine collaboration. For example, in marketing, writing marketing collaterals, or engaging social media posts is getting automated. Legal teams will be able to review and summarize reports and texts, analyse legal documents for assessing various clauses, and so on. Software developers will be leveraging Generative AI to write code which will improve their productivity and reduce time to market. In industries like manufacturing, AI will help engineers in predictive maintenance, quality inspection, designing, and planning, thus empowering them to do their jobs better.AI is not just helping knowledge workers but also empowering multiple workers across the value chain. For a worker in the last mile delivery, AI can find the most optimal route to their destination or aid in warehouse processes. Computer vision is also making it possible to ensure employees are staying compliant with safety protocols. In Infosys campuses, we used computer vision to detect whether employees were wearing face masks during Covid.TRANSFORMING HR...]]></itunes:summary><itunes:duration>349</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Setting the skills sector stage for the next twenty years</title><link>https://www.spreaker.com/episode/setting-the-skills-sector-stage-for-the-next-twenty-years--56879332</link><description><![CDATA[Setting the skills sector stage for the next twenty yearsIn this exclusive article to mark  FE News’ 20th anniversary,  AELP’s Paul Warner warns of the serious situation the skills sector finds itself in right now and outlines the urgent need for action to ensure we have the sustainable skills system the country needs.A huge congratulations must go to FE News on their 20  th  anniversary. It’s a considerable feat to have lasted 20 years in a media environment where many bigger organisations have ceased trading over that period, and it is well worthy of celebration!AELP URGES IMMEDIATE GOVERNMENT ACTION TO PRESERVE THE SKILLS SECTORAELP and our members are certainly extremely grateful for the vital role FE News has played over the last two decades in shining a light on the  skills sector  . It’s true to say the skills system, like FE News itself, has developed significantly over the last 20 years. Countless people have benefited from training that has seen them launch or relaunch their careers, and many of the jobs people train for today simply didn’t exist twenty years ago. With the rise of  AI  , it’s safe to say that in two decades’ time there will be a whole swathe of jobs we can’t even imagine today. Many of these new roles will provide real opportunities for the skills sector to develop. However, we’re now at a vital crossroads and we’ll need significant government action if we’re to see the skills system survive as we know it.Across society we are seeing the impact high inflation rates are having and, earlier this summer, we launched the AELP “Save Our Skills System” campaign highlighting the serious situation the skills sector finds itself in right now. This came on the back of yet another major training provider announcing in July that it was facing significant financial difficulties. Driving this dire situation is those rising costs that all businesses are impacted by, but given the large proportion of funding that training providers receive comes directly from government sources, without uplifts the skills sector is extremely vulnerable to high inflation rates – and, quite frankly, the government have been far too slow to act.Analysis carried out by AELP over the summer shows that over the past three years the skills sector has been short-changed by over £1 billion, caused not least through HM Treasury not allocating the increased  Apprenticeship Levy  take to the apprenticeship programme budget. This is obviously a huge figure and is expected to continue over the next two years. On top of that there have been a number of issues affecting the sector that have made life difficult for providers including the removal of 16-18 Traineeship contracts from July 2023; delays to the non-devolved ESFA adult education budget (AEB) procurement process; whilst all the time vital suppliers in the sector (such as end point assessment organisations and awarding organisations) are experiencing their own cost increases which are passed on to providers to absorb.All these issues are mounting up and means the need for intervention is urgent.THAT’S WHY TO SAVE OUR SKILLS SYSTEM, AELP IS CALLING FOR:-  Immediate support for apprenticeship providers with an across-the-board uplift of 10% in funding for all apprenticeship standards; raising the maximum government contribution above the current £27,000 cap and introducing a minimum government contribution of £5,000 per year across all apprenticeships.-  A long-term plan to stabilise the skills sector, through a sustainable and integrated National Skills Strategy that identifies and properly funds the country’s skills needs.On the back of this call, AELP has launched a survey to gain further insight into the supply of apprenticeship standards and how this is being impacted by providers’ financial health – we’ll be publishing the results of this shortly.Furthermore,  our open letter  to the Secretary of State, the Rt Hon Gillian Keegan MP, has attracted significant support across the skills se...]]></description><guid isPermaLink="false">597wGW9R</guid><pubDate>Thu, 21 Sep 2023 08:21:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56879332/wakc1eegsxldbjfax7x2agdniqpcmqm7t1sdxbke.mp3" length="1296288" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a9026549-6d96-41c7-bc64-5ad0a39fb1db/a9026549-6d96-41c7-bc64-5ad0a39fb1db.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a9026549-6d96-41c7-bc64-5ad0a39fb1db/a9026549-6d96-41c7-bc64-5ad0a39fb1db.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a9026549-6d96-41c7-bc64-5ad0a39fb1db/a9026549-6d96-41c7-bc64-5ad0a39fb1db.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Setting the skills sector stage for the next twenty yearsIn this exclusive article to mark  FE News’ 20th anniversary,  AELP’s Paul Warner warns of the serious situation the skills sector finds itself in right now and outlines the urgent need for...</itunes:subtitle><itunes:summary><![CDATA[Setting the skills sector stage for the next twenty yearsIn this exclusive article to mark  FE News’ 20th anniversary,  AELP’s Paul Warner warns of the serious situation the skills sector finds itself in right now and outlines the urgent need for action to ensure we have the sustainable skills system the country needs.A huge congratulations must go to FE News on their 20  th  anniversary. It’s a considerable feat to have lasted 20 years in a media environment where many bigger organisations have ceased trading over that period, and it is well worthy of celebration!AELP URGES IMMEDIATE GOVERNMENT ACTION TO PRESERVE THE SKILLS SECTORAELP and our members are certainly extremely grateful for the vital role FE News has played over the last two decades in shining a light on the  skills sector  . It’s true to say the skills system, like FE News itself, has developed significantly over the last 20 years. Countless people have benefited from training that has seen them launch or relaunch their careers, and many of the jobs people train for today simply didn’t exist twenty years ago. With the rise of  AI  , it’s safe to say that in two decades’ time there will be a whole swathe of jobs we can’t even imagine today. Many of these new roles will provide real opportunities for the skills sector to develop. However, we’re now at a vital crossroads and we’ll need significant government action if we’re to see the skills system survive as we know it.Across society we are seeing the impact high inflation rates are having and, earlier this summer, we launched the AELP “Save Our Skills System” campaign highlighting the serious situation the skills sector finds itself in right now. This came on the back of yet another major training provider announcing in July that it was facing significant financial difficulties. Driving this dire situation is those rising costs that all businesses are impacted by, but given the large proportion of funding that training providers receive comes directly from government sources, without uplifts the skills sector is extremely vulnerable to high inflation rates – and, quite frankly, the government have been far too slow to act.Analysis carried out by AELP over the summer shows that over the past three years the skills sector has been short-changed by over £1 billion, caused not least through HM Treasury not allocating the increased  Apprenticeship Levy  take to the apprenticeship programme budget. This is obviously a huge figure and is expected to continue over the next two years. On top of that there have been a number of issues affecting the sector that have made life difficult for providers including the removal of 16-18 Traineeship contracts from July 2023; delays to the non-devolved ESFA adult education budget (AEB) procurement process; whilst all the time vital suppliers in the sector (such as end point assessment organisations and awarding organisations) are experiencing their own cost increases which are passed on to providers to absorb.All these issues are mounting up and means the need for intervention is urgent.THAT’S WHY TO SAVE OUR SKILLS SYSTEM, AELP IS CALLING FOR:-  Immediate support for apprenticeship providers with an across-the-board uplift of 10% in funding for all apprenticeship standards; raising the maximum government contribution above the current £27,000 cap and introducing a minimum government contribution of £5,000 per year across all apprenticeships.-  A long-term plan to stabilise the skills sector, through a sustainable and integrated National Skills Strategy that identifies and properly funds the country’s skills needs.On the back of this call, AELP has launched a survey to gain further insight into the supply of apprenticeship standards and how this is being impacted by providers’ financial health – we’ll be publishing the results of this shortly.Furthermore,  our open letter  to the Secretary of State, the Rt Hon Gillian Keegan MP, has attracted significant support across the...]]></itunes:summary><itunes:duration>325</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>You Cannot be Serious</title><link>https://www.spreaker.com/episode/you-cannot-be-serious--56865476</link><description><![CDATA[You Cannot be SeriousConsequences of policy decisions are often unintended but they can be foreseen by those with experience of implementing them. Better still, we can use starting axioms to reduce their likelihood.One of the joys of summer is the annual reshowing of John McEnroe’s Wimbledon rant “you cannot be serious!” While John used the expression as a complaint, the phrase could also be a succinct criticism of many policy decisions in further education in recent years.Too often we see people lamenting the unintended consequences of policy decisions, but for many of us engaged in the delivery of public services, those consequences might be unintended, but they are completely foreseeable.Most commonly we see these mistakes because policy makers do not start with what might be termed the main “users and choosers” of services. Given this, would it make sense to try to develop some axioms from which to start? Here are some that might help.REFORM IS UNPOPULAR AND PEOPLE RETREAT TO SAFETYQualifications developed by educators are the ones that have stood the test of time – degrees, HNDs, A Levels, GCSEs, BTECs. They have lasted decades and change slowly within the understood envelope/brand. Consumer brands like Cadbury’s work in the same way, just look at the Dairy Milk brand. When something totally new is introduced like Diplomas or T Levels or Foundation Degrees, no matter good they are, people retreat to what they know. Just as investors turn to the safety of gold in tough times, the introduction of T Levels has seen an increase in the take up of A Levels for example.EMPLOYERS &amp; GOVERNMENT DON’T CHOOSE QUALIFICATIONS, PEOPLE DOSimilarly, it doesn’t matter how good a qualification is, if you don’t consider the behaviour of the people who will be required to choose them. If you tell students a T Level is harder, longer and more specialist than the existing route, and it takes you away from your mates for 45 days, somewhere unspecified, and isn’t accepted by more universities, don’t be surprised when they aren’t super-enthused. The pitch is wrong, especially when the global educational trend is for compulsory education to last longer and be more general. Going against global trends is especially hard.INFRASTRUCTURE CRUMBLES IF YOU DON’T CHARGE FOR ITThe RAAC crisis has shown the folly of excluding the cost of school buildings from school accounts. Technically these costs are recognised in government accounts, but in aggregate, so there is no incentive to invest in every individual school. Schools ignore the cost of using taxpayer-funded buildings, so the system is designed to ensure the school estate is dire and falls apart.TREAT THINGS AS A COMMODITY AND THE PRICE FALLS SHARPLYIt always amuses me that CPD run by a university highlights the individual delivering the session, and individual reputations are jealously guarded. There is definitely an academic pecking order. Every university lecturer is regarded as unique. In colleges we tell you what you will learn and rarely big-up the presenter. We treat teaching staff as if they are interchangeable, a commodity, which inevitably means all are measured on a lowest common denominator £ per hour valuation. When we have a glut of applicants that is an efficient use of money; when staff have choices we soon run out of staff.POPULARITY IS A SIGN YOU ARE DOING A GOOD JOBPeople know better than government is the traditional argument for lower taxes, but in further education governments always think they know better than our students. Since incorporation in 1993 colleges have become the most popular choice at 16-18, with a larger market share than school sixth forms, despite schools benefitting from inertia and possession! We have turned round the fortunes of about a third of those failing maths and English GCSE in short order, we coped with the raising of the participation age. Ipsos Mori found satisfaction with colleges was as high as in the NHS. Despite this, influential people with...]]></description><guid isPermaLink="false">bx1Bar9D</guid><pubDate>Wed, 20 Sep 2023 08:21:48 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56865476/gorkbtrsufndxpxu7uu59bowd4wjdmezdapx7aps.mp3" length="1382208" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d018c36-6490-442d-bd91-0dbc1d40ca81/5d018c36-6490-442d-bd91-0dbc1d40ca81.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d018c36-6490-442d-bd91-0dbc1d40ca81/5d018c36-6490-442d-bd91-0dbc1d40ca81.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5d018c36-6490-442d-bd91-0dbc1d40ca81/5d018c36-6490-442d-bd91-0dbc1d40ca81.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>You Cannot be SeriousConsequences of policy decisions are often unintended but they can be foreseen by those with experience of implementing them. Better still, we can use starting axioms to reduce their likelihood.One of the joys of summer is the...</itunes:subtitle><itunes:summary><![CDATA[You Cannot be SeriousConsequences of policy decisions are often unintended but they can be foreseen by those with experience of implementing them. Better still, we can use starting axioms to reduce their likelihood.One of the joys of summer is the annual reshowing of John McEnroe’s Wimbledon rant “you cannot be serious!” While John used the expression as a complaint, the phrase could also be a succinct criticism of many policy decisions in further education in recent years.Too often we see people lamenting the unintended consequences of policy decisions, but for many of us engaged in the delivery of public services, those consequences might be unintended, but they are completely foreseeable.Most commonly we see these mistakes because policy makers do not start with what might be termed the main “users and choosers” of services. Given this, would it make sense to try to develop some axioms from which to start? Here are some that might help.REFORM IS UNPOPULAR AND PEOPLE RETREAT TO SAFETYQualifications developed by educators are the ones that have stood the test of time – degrees, HNDs, A Levels, GCSEs, BTECs. They have lasted decades and change slowly within the understood envelope/brand. Consumer brands like Cadbury’s work in the same way, just look at the Dairy Milk brand. When something totally new is introduced like Diplomas or T Levels or Foundation Degrees, no matter good they are, people retreat to what they know. Just as investors turn to the safety of gold in tough times, the introduction of T Levels has seen an increase in the take up of A Levels for example.EMPLOYERS &amp; GOVERNMENT DON’T CHOOSE QUALIFICATIONS, PEOPLE DOSimilarly, it doesn’t matter how good a qualification is, if you don’t consider the behaviour of the people who will be required to choose them. If you tell students a T Level is harder, longer and more specialist than the existing route, and it takes you away from your mates for 45 days, somewhere unspecified, and isn’t accepted by more universities, don’t be surprised when they aren’t super-enthused. The pitch is wrong, especially when the global educational trend is for compulsory education to last longer and be more general. Going against global trends is especially hard.INFRASTRUCTURE CRUMBLES IF YOU DON’T CHARGE FOR ITThe RAAC crisis has shown the folly of excluding the cost of school buildings from school accounts. Technically these costs are recognised in government accounts, but in aggregate, so there is no incentive to invest in every individual school. Schools ignore the cost of using taxpayer-funded buildings, so the system is designed to ensure the school estate is dire and falls apart.TREAT THINGS AS A COMMODITY AND THE PRICE FALLS SHARPLYIt always amuses me that CPD run by a university highlights the individual delivering the session, and individual reputations are jealously guarded. There is definitely an academic pecking order. Every university lecturer is regarded as unique. In colleges we tell you what you will learn and rarely big-up the presenter. We treat teaching staff as if they are interchangeable, a commodity, which inevitably means all are measured on a lowest common denominator £ per hour valuation. When we have a glut of applicants that is an efficient use of money; when staff have choices we soon run out of staff.POPULARITY IS A SIGN YOU ARE DOING A GOOD JOBPeople know better than government is the traditional argument for lower taxes, but in further education governments always think they know better than our students. Since incorporation in 1993 colleges have become the most popular choice at 16-18, with a larger market share than school sixth forms, despite schools benefitting from inertia and possession! We have turned round the fortunes of about a third of those failing maths and English GCSE in short order, we coped with the raising of the participation age. Ipsos Mori found satisfaction with colleges was as high as in the NHS. Despite this, influential people...]]></itunes:summary><itunes:duration>346</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Empowering the Next Generation: Putting AI on the Curriculum </title><link>https://www.spreaker.com/episode/empowering-the-next-generation-putting-ai-on-the-curriculum--56865475</link><description><![CDATA[Empowering the Next Generation: Putting AI on the Curriculum In this article, Gavin Poole discusses the importance of incorporating AI into the education system. He acknowledges the rapid advancements in AI and the need to educate young people about its use, ethics, and potential.The article argues that AI can enhance the learning experience, improve individualised teaching, and develop critical thinking skills. It emphasises the necessity of preparing students for an AI-driven future to close the digital skills gap and maximise the technology’s benefits while addressing its challenges.As the AI race continues to dominate national and global headlines, it is becoming increasingly clear that this technology has the potential to be a universal force in our lives. Its rapid advancements have captivated people all over the world, provoking heated discussions around ethics and economics. Experts from various fields have been weighing in on what these developments mean for humanity, debating how AI will transform our economy, healthcare, and businesses.But as we stand at the forefront of this technological revolution, it is imperative that our gaze is not only on the future, but the present. In order to shape a future in which AI is a positive force, it is crucial that we educate and train the younger generations on how to use the technology properly – equipping them with the knowledge and skills to navigate this new world.PROMOTING THE USE OF AI IN THE EDUCATION SYSTEM: A CONTENTIOUS ISSUEPromoting the use of AI in the education system, however, has been a contentious issue. When OpenAI launched ChatGPT near the end of 2022, discussion centred around whether the technology should be banned from educational settings. The concern was that students would rely on AI, compromising their own skills and creativity by using the platform to complete homework, research, and essays. Many schools and universities handled these issues by blocking ChatGPT in classrooms and urging against its use at home, discouraging student engagement with generative AI altogether.This was short-sighted. Rather than prohibiting the use of AI, I believe we should be viewing it as a valuable tool that can enhance the learning experience, while also establishing frameworks to address the risks and keep our children safe. Fortunately, there has been a recent shift in the approach to AI and education. Last month,  UK universities established guidelines  to ensure that students and staff are AI literate. The new guidance prioritises using AI appropriately, stressing that students should be educated on the risks around plagiarism, bias, and inaccuracy – while also empowering them to embrace the opportunities provided by the technology.This move towards incorporating AI into the education system is essential if we are to get the technology to work for us, rather than us to work for it. As we progress towards an AI-driven future, we must ensure that the next generation is not being left behind – and in turn, that we are not compromising our chance of success on a national or global level. Recent data from the World Economic Forum predicts that by 2024, 97 million new jobs will emerge as a result of AI, with technology increasingly utilised across sectors such as healthcare and finance. Schools and universities must evolve alongside the technology, working to close our digital skills gap, future-proof our economy, and help students reach their potential.At Here East, where universities and tech businesses work alongside each other, we are witnessing first-hand what the future of education might look like. Universities onsite are establishing technology-focused courses at the forefront of innovation, such as Staffordshire University London’s Artificial Intelligence and esports courses. This is timely, with  new data  from UCAS revealing that more students are choosing to study computing courses than ever before. As these trends continue to develop, it is promising to...]]></description><guid isPermaLink="false">Y9gD7nzk</guid><pubDate>Wed, 20 Sep 2023 08:21:47 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56865475/modeebknmkleehf8j1puchojxvr3dn3nubmo6z9r.mp3" length="1404096" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2ee93f23-e227-4a06-81a8-21b5b349e7cb/2ee93f23-e227-4a06-81a8-21b5b349e7cb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2ee93f23-e227-4a06-81a8-21b5b349e7cb/2ee93f23-e227-4a06-81a8-21b5b349e7cb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2ee93f23-e227-4a06-81a8-21b5b349e7cb/2ee93f23-e227-4a06-81a8-21b5b349e7cb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Empowering the Next Generation: Putting AI on the Curriculum In this article, Gavin Poole discusses the importance of incorporating AI into the education system. He acknowledges the rapid advancements in AI and the need to educate young people about...</itunes:subtitle><itunes:summary><![CDATA[Empowering the Next Generation: Putting AI on the Curriculum In this article, Gavin Poole discusses the importance of incorporating AI into the education system. He acknowledges the rapid advancements in AI and the need to educate young people about its use, ethics, and potential.The article argues that AI can enhance the learning experience, improve individualised teaching, and develop critical thinking skills. It emphasises the necessity of preparing students for an AI-driven future to close the digital skills gap and maximise the technology’s benefits while addressing its challenges.As the AI race continues to dominate national and global headlines, it is becoming increasingly clear that this technology has the potential to be a universal force in our lives. Its rapid advancements have captivated people all over the world, provoking heated discussions around ethics and economics. Experts from various fields have been weighing in on what these developments mean for humanity, debating how AI will transform our economy, healthcare, and businesses.But as we stand at the forefront of this technological revolution, it is imperative that our gaze is not only on the future, but the present. In order to shape a future in which AI is a positive force, it is crucial that we educate and train the younger generations on how to use the technology properly – equipping them with the knowledge and skills to navigate this new world.PROMOTING THE USE OF AI IN THE EDUCATION SYSTEM: A CONTENTIOUS ISSUEPromoting the use of AI in the education system, however, has been a contentious issue. When OpenAI launched ChatGPT near the end of 2022, discussion centred around whether the technology should be banned from educational settings. The concern was that students would rely on AI, compromising their own skills and creativity by using the platform to complete homework, research, and essays. Many schools and universities handled these issues by blocking ChatGPT in classrooms and urging against its use at home, discouraging student engagement with generative AI altogether.This was short-sighted. Rather than prohibiting the use of AI, I believe we should be viewing it as a valuable tool that can enhance the learning experience, while also establishing frameworks to address the risks and keep our children safe. Fortunately, there has been a recent shift in the approach to AI and education. Last month,  UK universities established guidelines  to ensure that students and staff are AI literate. The new guidance prioritises using AI appropriately, stressing that students should be educated on the risks around plagiarism, bias, and inaccuracy – while also empowering them to embrace the opportunities provided by the technology.This move towards incorporating AI into the education system is essential if we are to get the technology to work for us, rather than us to work for it. As we progress towards an AI-driven future, we must ensure that the next generation is not being left behind – and in turn, that we are not compromising our chance of success on a national or global level. Recent data from the World Economic Forum predicts that by 2024, 97 million new jobs will emerge as a result of AI, with technology increasingly utilised across sectors such as healthcare and finance. Schools and universities must evolve alongside the technology, working to close our digital skills gap, future-proof our economy, and help students reach their potential.At Here East, where universities and tech businesses work alongside each other, we are witnessing first-hand what the future of education might look like. Universities onsite are establishing technology-focused courses at the forefront of innovation, such as Staffordshire University London’s Artificial Intelligence and esports courses. This is timely, with  new data  from UCAS revealing that more students are choosing to study computing courses than ever before. As these trends continue to develop, it is promising to...]]></itunes:summary><itunes:duration>352</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Developing leadership competencies that promote a positive culture</title><link>https://www.spreaker.com/episode/developing-leadership-competencies-that-promote-a-positive-culture--56855548</link><description><![CDATA[How well does your college or school culture positively promote the wellbeing of all staff, faculty and students? Is your leadership team aware of the impact their behaviours have on those around them? The academic year has begun, time to plan ahead and welcome new and returning staff and students. It’s also an opportune time to think about how you and your leadership team can help support the wellbeing of everyone in the community, starting with staff.Carving out time to focus on building the right culture, is an ever-present challenge for leaders constantly racing against the clock to deal with the daily demands of their job. However, those able to do this well, reap long-term benefits, with a far more productive, effective and happy workforce.References to wellbeing are usually evident in the vision and values, yet are they an integral part of everyday life? Can everyone articulate what is expected and clearly demonstrate they are being ‘lived’? Behaviours play such a crucial part in your culture, so those proven to have the greatest impact should be regularly talked about and shared.‘Culture eats strategy for breakfast’ Peter DruckerMany will recognise this famous quote from the renowned management consultant and writer, Peter Drucker. He’s not suggesting strategy and planning are not important – they are – but a poor strategy delivered within the right culture, will always do better, than a brilliant strategy in a poor one.The first place to check to ensure your culture has wellbeing built in is the behaviours of the leaders, and how they engage with staff. When they model the right behaviours, they create a trickle-down effect, teachers and staff will adopt those behaviours with their students, and in turn, students with their peers.Becoming people expertsTime and capacity are obstacles, not just for those leading the college or school, but for all line managers, particularly when first appointed. Many go from being a teacher one day, to year group or department head the next, continuing with much of their previous role, juggling teaching with leadership responsibilities. Often, they receive little leadership training or professional development that focuses on ‘soft’ or ‘people skills’. They are undoubtably experts in their subject or specialism and can coordinate and plan activities. Yet as leaders they now need the time and opportunity to develop as people experts. The same is true for those progressing in support staff and any other roles.So why is becoming a people expert so important?Consciously and unconsciously, we make continuous judgements about the everyday interactions we face, including our experiences in the workplace. There are situations that have a big impact on how people feel and perform, and leaders can think about these as moments of truth – it is those that tend to have more of a direct impact on the way staff members feel and their wellbeing.‘Moments of truth’ for leaders and their staff include: The recruitment and onboarding experience – do leaders effectively welcome new staff members and create a sense of belonging?How often and appropriately do leaders greet staff members at the start and end of the day, and how regularly do they check-in with them.  Do leaders manage by walking around and provide appropriate face to face recognition, and do staff members understand why it is given? This is in addition to any more formal recognition given through staff meetings, cards or shout-outs. How well do leaders distribute and help staff members manage their workload and take an interest in their work/life balance? Are leaders effectively involving staff members in decisions or changes that affect them?Do leaders take the time to effectively listen and provide genuine opportunities to receive feedback? There are multiple examples of these kinds of interactions that happen throughout a normal working day – being a people expert is about ensuring responses and approaches are considered.Do leaders have the...]]></description><guid isPermaLink="false">5zqM3gzQ</guid><pubDate>Tue, 19 Sep 2023 13:40:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56855548/57oqrvjuanresx3e78f6a6gqqpjaj97lffzxowjp.mp3" length="1776576" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ef21a3b7-8e75-4c63-81eb-26cfd965b494/ef21a3b7-8e75-4c63-81eb-26cfd965b494.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ef21a3b7-8e75-4c63-81eb-26cfd965b494/ef21a3b7-8e75-4c63-81eb-26cfd965b494.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ef21a3b7-8e75-4c63-81eb-26cfd965b494/ef21a3b7-8e75-4c63-81eb-26cfd965b494.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How well does your college or school culture positively promote the wellbeing of all staff, faculty and students? Is your leadership team aware of the impact their behaviours have on those around them? The academic year has begun, time to plan ahead...</itunes:subtitle><itunes:summary><![CDATA[How well does your college or school culture positively promote the wellbeing of all staff, faculty and students? Is your leadership team aware of the impact their behaviours have on those around them? The academic year has begun, time to plan ahead and welcome new and returning staff and students. It’s also an opportune time to think about how you and your leadership team can help support the wellbeing of everyone in the community, starting with staff.Carving out time to focus on building the right culture, is an ever-present challenge for leaders constantly racing against the clock to deal with the daily demands of their job. However, those able to do this well, reap long-term benefits, with a far more productive, effective and happy workforce.References to wellbeing are usually evident in the vision and values, yet are they an integral part of everyday life? Can everyone articulate what is expected and clearly demonstrate they are being ‘lived’? Behaviours play such a crucial part in your culture, so those proven to have the greatest impact should be regularly talked about and shared.‘Culture eats strategy for breakfast’ Peter DruckerMany will recognise this famous quote from the renowned management consultant and writer, Peter Drucker. He’s not suggesting strategy and planning are not important – they are – but a poor strategy delivered within the right culture, will always do better, than a brilliant strategy in a poor one.The first place to check to ensure your culture has wellbeing built in is the behaviours of the leaders, and how they engage with staff. When they model the right behaviours, they create a trickle-down effect, teachers and staff will adopt those behaviours with their students, and in turn, students with their peers.Becoming people expertsTime and capacity are obstacles, not just for those leading the college or school, but for all line managers, particularly when first appointed. Many go from being a teacher one day, to year group or department head the next, continuing with much of their previous role, juggling teaching with leadership responsibilities. Often, they receive little leadership training or professional development that focuses on ‘soft’ or ‘people skills’. They are undoubtably experts in their subject or specialism and can coordinate and plan activities. Yet as leaders they now need the time and opportunity to develop as people experts. The same is true for those progressing in support staff and any other roles.So why is becoming a people expert so important?Consciously and unconsciously, we make continuous judgements about the everyday interactions we face, including our experiences in the workplace. There are situations that have a big impact on how people feel and perform, and leaders can think about these as moments of truth – it is those that tend to have more of a direct impact on the way staff members feel and their wellbeing.‘Moments of truth’ for leaders and their staff include: The recruitment and onboarding experience – do leaders effectively welcome new staff members and create a sense of belonging?How often and appropriately do leaders greet staff members at the start and end of the day, and how regularly do they check-in with them.  Do leaders manage by walking around and provide appropriate face to face recognition, and do staff members understand why it is given? This is in addition to any more formal recognition given through staff meetings, cards or shout-outs. How well do leaders distribute and help staff members manage their workload and take an interest in their work/life balance? Are leaders effectively involving staff members in decisions or changes that affect them?Do leaders take the time to effectively listen and provide genuine opportunities to receive feedback? There are multiple examples of these kinds of interactions that happen throughout a normal working day – being a people expert is about ensuring responses and approaches are considered.Do leaders have...]]></itunes:summary><itunes:duration>445</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Shaping Future FE Learning Environments with Conversational AI</title><link>https://www.spreaker.com/episode/shaping-future-fe-learning-environments-with-conversational-ai--56838504</link><description><![CDATA[Shaping Future FE Learning Environments with Conversational AIThis article draws insights from a thoughtful podcast discussion between myself, Richard Foster-Fletcher and Kurt Hintz, Executive Principal of Capital City College Group on the role and ethical dimensions of Conversational AI in further education.INTRODUCTION TO THE NEW LEARNING ENVIRONMENTBACKGROUND AND CONTEXTAdvancements in artificial intelligence are profoundly influencing various sectors, and education is no exception. The traditional educational landscape is undergoing significant shifts with the introduction of AI technologies, particularly conversational AI like Chat GPT. From automating administrative tasks to personalised learning, the potential for enriching educational experiences is substantial. However, with this technological adoption come ethical questions that warrant serious consideration.ACKNOWLEDGING THE COLLABORATIVE INSIGHTS FROM KURT HINTZIt’s essential to recognise that the views and insights shared in this article are not solely my own. I had the privilege of discussing these nuanced aspects of AI in education with Kurt Hintz, an educational leader with extensive experience. Kurt and I explored the promise and challenges of AI’s role in further education. His viewpoints provide a valuable perspective, particularly around ethical deployment and ensuring that students are at the forefront of AI’s usage in educational settings.The complexities of implementing AI responsibly in educational environments require a balanced perspective. Kurt’s concerns and constructive critiques add significant weight to this discussion. This article aims to synthesise our collective insights to offer thoughtful guidance for educators, policy-makers, and stakeholders committed to implementing AI in education both ethically and effectively.UNPACKING THE PROMISE OF CONVERSATIONAL AIHOW AI COULD MAXIMISE EDUCATIONAL POTENTIALArtificial Intelligence, particularly conversational forms like Chat GPT, has the capacity to revolutionise the way educational content is delivered and received. For instance, AI can help in the preparation of learning materials, support teachers by minimising their administrative load, and offer personalised learning pathways for students. Beyond administrative tasks, AI could significantly enhance productivity without necessarily replacing human roles.ETHICAL DILEMMAS AND COMPLEXITIESWith the adoption of any technological advancement comes a set of ethical concerns. The use of AI in education introduces dilemmas around bias, exploitation, and data privacy. While AI holds much promise, there’s a need for caution and rigorous ethical standards to prevent these technologies from inadvertently causing harm or perpetuating existing societal inequities.PREPARING STUDENTS FOR AN UNFORESEEN FUTUREKurt provides valuable insights into the subject of preparing students for the future in a world that is being continually reshaped by rapid technological advancements. The discussion with Kurt revealed that educators should be concerned not just with teaching facts but also with equipping students with the skills to adapt to jobs and challenges that don’t yet exist. According to Kurt, AI literacy is not a luxury but a necessity, a tool that students will need to engage with responsibly as citizens and future professionals.BALANCING HUMAN AND TECHNOLOGICAL INTERACTIONSBEYOND THE CLASSROOM: SMART GLASSES AND PERSONALISED INTERACTIONSTechnology has the potential to extend far beyond the classroom to impact broader social interactions. Consider the example of smart glasses that could identify people’s names and other relevant information. While such technology could be seen as intrusive by some, it may offer benefits in enhancing the quality of social interactions, particularly in large educational settings where remembering everyone’s name and details can be challenging. It raises important questions about the balance between using technology to aid human inter...]]></description><guid isPermaLink="false">BzJqeq9r</guid><pubDate>Mon, 18 Sep 2023 08:22:20 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56838504/kv1dgiw6zu8tg8jmbsen3wjcqtkf9m8avjeyt56k.mp3" length="2055264" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b998f98-7b11-47ae-8a00-74d8de1ca3e5/4b998f98-7b11-47ae-8a00-74d8de1ca3e5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b998f98-7b11-47ae-8a00-74d8de1ca3e5/4b998f98-7b11-47ae-8a00-74d8de1ca3e5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b998f98-7b11-47ae-8a00-74d8de1ca3e5/4b998f98-7b11-47ae-8a00-74d8de1ca3e5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Shaping Future FE Learning Environments with Conversational AIThis article draws insights from a thoughtful podcast discussion between myself, Richard Foster-Fletcher and Kurt Hintz, Executive Principal of Capital City College Group on the role and...</itunes:subtitle><itunes:summary><![CDATA[Shaping Future FE Learning Environments with Conversational AIThis article draws insights from a thoughtful podcast discussion between myself, Richard Foster-Fletcher and Kurt Hintz, Executive Principal of Capital City College Group on the role and ethical dimensions of Conversational AI in further education.INTRODUCTION TO THE NEW LEARNING ENVIRONMENTBACKGROUND AND CONTEXTAdvancements in artificial intelligence are profoundly influencing various sectors, and education is no exception. The traditional educational landscape is undergoing significant shifts with the introduction of AI technologies, particularly conversational AI like Chat GPT. From automating administrative tasks to personalised learning, the potential for enriching educational experiences is substantial. However, with this technological adoption come ethical questions that warrant serious consideration.ACKNOWLEDGING THE COLLABORATIVE INSIGHTS FROM KURT HINTZIt’s essential to recognise that the views and insights shared in this article are not solely my own. I had the privilege of discussing these nuanced aspects of AI in education with Kurt Hintz, an educational leader with extensive experience. Kurt and I explored the promise and challenges of AI’s role in further education. His viewpoints provide a valuable perspective, particularly around ethical deployment and ensuring that students are at the forefront of AI’s usage in educational settings.The complexities of implementing AI responsibly in educational environments require a balanced perspective. Kurt’s concerns and constructive critiques add significant weight to this discussion. This article aims to synthesise our collective insights to offer thoughtful guidance for educators, policy-makers, and stakeholders committed to implementing AI in education both ethically and effectively.UNPACKING THE PROMISE OF CONVERSATIONAL AIHOW AI COULD MAXIMISE EDUCATIONAL POTENTIALArtificial Intelligence, particularly conversational forms like Chat GPT, has the capacity to revolutionise the way educational content is delivered and received. For instance, AI can help in the preparation of learning materials, support teachers by minimising their administrative load, and offer personalised learning pathways for students. Beyond administrative tasks, AI could significantly enhance productivity without necessarily replacing human roles.ETHICAL DILEMMAS AND COMPLEXITIESWith the adoption of any technological advancement comes a set of ethical concerns. The use of AI in education introduces dilemmas around bias, exploitation, and data privacy. While AI holds much promise, there’s a need for caution and rigorous ethical standards to prevent these technologies from inadvertently causing harm or perpetuating existing societal inequities.PREPARING STUDENTS FOR AN UNFORESEEN FUTUREKurt provides valuable insights into the subject of preparing students for the future in a world that is being continually reshaped by rapid technological advancements. The discussion with Kurt revealed that educators should be concerned not just with teaching facts but also with equipping students with the skills to adapt to jobs and challenges that don’t yet exist. According to Kurt, AI literacy is not a luxury but a necessity, a tool that students will need to engage with responsibly as citizens and future professionals.BALANCING HUMAN AND TECHNOLOGICAL INTERACTIONSBEYOND THE CLASSROOM: SMART GLASSES AND PERSONALISED INTERACTIONSTechnology has the potential to extend far beyond the classroom to impact broader social interactions. Consider the example of smart glasses that could identify people’s names and other relevant information. While such technology could be seen as intrusive by some, it may offer benefits in enhancing the quality of social interactions, particularly in large educational settings where remembering everyone’s name and details can be challenging. It raises important questions about the balance between using technology to aid human...]]></itunes:summary><itunes:duration>514</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Adult Learners’ Week: Let the adventure start</title><link>https://www.spreaker.com/episode/adult-learners-week-let-the-adventure-start--56838503</link><description><![CDATA[Adult Learners’ Week: Let the adventure startAdult Learners’ Week launches in Wales on the 18 September, a national campaign to promote lifelong learning opportunities, with a celebration of life-changing stories through the Inspire! Awards and 400 have a go events and outreach taster courses taking place. Kay Smith, Head of Policy and Campaigns at Learning and Work Institute reflects on the introduction of Adult Learners’ Week in 1992, its promotion worldwide and why it remains relevant to the policy context in Wales today with Welsh Government’s renewed focus to create Wales as a nation of second chances.Education is an adventure; when you start down that path you never know where it’ll take you. Doors open and shut, but when a door opens, you’ll have the confidence to walk through it.” – John Gates, Adult Learners’ Week Award WinnerAdult Learners’ Week kicks off in Wales from the 18th of September, still moving forward after it was launched by NIACE in 1992, the invention of Sir Alan Tuckett. It started with the aim of showcasing adult learners’ stories, the concept was adopted by UNESCO and spread to 55 countries worldwide.INSPIRING OTHERS TO HAVE A GOWe’ll open the festival with the Inspire! Awards a celebration of the people who have transformed their lives through adult education and those who go further to create new ways of learning to reach deeper into communities or plug gaps in provision. We’ll use the stories of our award winners to inspire others to have the confidence to give learning a go.We know that once learning re-starts it can ignite a thirst for more, it provides more than a qualification – it creates activists, it provides the tools to manage health and wellbeing, it broadens horizons and understanding of different people and cultures, it provides hope and opportunities for better lives.FROM COAL SEAMS TO FRENCH SEAMSWe’re revisiting the story of John Gates – he first won an Award during the 1998 campaign. His life has been dominated by mining but when it all disappeared, he reinvented himself. He is the ultimate adult learner as he refashioned his whole life after years underground. Now in his eighties he continues to be a teacher and a learner.When he was made redundant, he found a new life through adult learning. He became a dress maker and an embroiderer. He made his daughters’ wedding dresses and began teaching his skills to a whole new group of interested learners and more recently creating opportunities through Men’s Sheds both in the community and at Parc Prison.John had left school in 1956 with no qualifications but then in the 1990’s he graduated from the Open University in his forties and gained a PGCE so he could embark on a new career as an educator.After winning his award in 1998, he spoke at the Millennium Dome in 2000 and was then invited out to Australia in 2002 as their international guest for their Adult Learners’ Week, sharing his experiences of using education to overcome redundancy.As John’s story illustrates, we need adult learning to thrive and for opportunities to be available in our communities and workplaces at times and places that suit them. Moreover, learning opportunities offered need to be engaging and supportive for those who are making their way back into learning.NATIONAL PROMOTION COMBINED WITH LOCAL ACTIONThat’s why as part of Adult Learners’ Week we are working with partners from across Wales, delivering hundreds of free events, taster classes and information and advice, we’re combining national promotion – listing activities on  our platform  and linking to advice and support from  Working Wales  – alongside local outreach and engagement.Adult Learners’ Week is about opening doors and our Inspire! Award Winners are a vital part of our festival – we want them to tell their stories, to share their experiences, to create bridges into learning for others.A NATION OF SECOND CHANCESWe’ve got much to look forward to in Wales – we have an ambitious programme for government,...]]></description><guid isPermaLink="false">Zx5maXxP</guid><pubDate>Mon, 18 Sep 2023 08:22:20 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56838503/mc0tjidcnspzjbak46maknecieqtynxmchqaqzwn.mp3" length="1311264" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e/61b27c2e-5e6c-4a5f-b5af-a9d7b338419e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Adult Learners’ Week: Let the adventure startAdult Learners’ Week launches in Wales on the 18 September, a national campaign to promote lifelong learning opportunities, with a celebration of life-changing stories through the Inspire! Awards and 400...</itunes:subtitle><itunes:summary><![CDATA[Adult Learners’ Week: Let the adventure startAdult Learners’ Week launches in Wales on the 18 September, a national campaign to promote lifelong learning opportunities, with a celebration of life-changing stories through the Inspire! Awards and 400 have a go events and outreach taster courses taking place. Kay Smith, Head of Policy and Campaigns at Learning and Work Institute reflects on the introduction of Adult Learners’ Week in 1992, its promotion worldwide and why it remains relevant to the policy context in Wales today with Welsh Government’s renewed focus to create Wales as a nation of second chances.Education is an adventure; when you start down that path you never know where it’ll take you. Doors open and shut, but when a door opens, you’ll have the confidence to walk through it.” – John Gates, Adult Learners’ Week Award WinnerAdult Learners’ Week kicks off in Wales from the 18th of September, still moving forward after it was launched by NIACE in 1992, the invention of Sir Alan Tuckett. It started with the aim of showcasing adult learners’ stories, the concept was adopted by UNESCO and spread to 55 countries worldwide.INSPIRING OTHERS TO HAVE A GOWe’ll open the festival with the Inspire! Awards a celebration of the people who have transformed their lives through adult education and those who go further to create new ways of learning to reach deeper into communities or plug gaps in provision. We’ll use the stories of our award winners to inspire others to have the confidence to give learning a go.We know that once learning re-starts it can ignite a thirst for more, it provides more than a qualification – it creates activists, it provides the tools to manage health and wellbeing, it broadens horizons and understanding of different people and cultures, it provides hope and opportunities for better lives.FROM COAL SEAMS TO FRENCH SEAMSWe’re revisiting the story of John Gates – he first won an Award during the 1998 campaign. His life has been dominated by mining but when it all disappeared, he reinvented himself. He is the ultimate adult learner as he refashioned his whole life after years underground. Now in his eighties he continues to be a teacher and a learner.When he was made redundant, he found a new life through adult learning. He became a dress maker and an embroiderer. He made his daughters’ wedding dresses and began teaching his skills to a whole new group of interested learners and more recently creating opportunities through Men’s Sheds both in the community and at Parc Prison.John had left school in 1956 with no qualifications but then in the 1990’s he graduated from the Open University in his forties and gained a PGCE so he could embark on a new career as an educator.After winning his award in 1998, he spoke at the Millennium Dome in 2000 and was then invited out to Australia in 2002 as their international guest for their Adult Learners’ Week, sharing his experiences of using education to overcome redundancy.As John’s story illustrates, we need adult learning to thrive and for opportunities to be available in our communities and workplaces at times and places that suit them. Moreover, learning opportunities offered need to be engaging and supportive for those who are making their way back into learning.NATIONAL PROMOTION COMBINED WITH LOCAL ACTIONThat’s why as part of Adult Learners’ Week we are working with partners from across Wales, delivering hundreds of free events, taster classes and information and advice, we’re combining national promotion – listing activities on  our platform  and linking to advice and support from  Working Wales  – alongside local outreach and engagement.Adult Learners’ Week is about opening doors and our Inspire! Award Winners are a vital part of our festival – we want them to tell their stories, to share their experiences, to create bridges into learning for others.A NATION OF SECOND CHANCESWe’ve got much to look forward to in Wales – we have an ambitious programme for...]]></itunes:summary><itunes:duration>328</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Inside Story: What we learnt about two decades of Whitehall policy that has failed to shif</title><link>https://www.spreaker.com/episode/inside-story-what-we-learnt-about-two-decades-of-whitehall-policy-that-has-failed-to-shif--56809012</link><description><![CDATA[Inside Story: What we learnt about two decades of Whitehall policy that has failed to shift the dial on improving UK productivity and skillsProfessor Tom Bewick talks to FE News about a recent major UK skills review he co-authored with the independent researcher, Matilda Gosling, called Running to Stand Still. In this interview he gave us the inside track on the report; and why he thinks it speaks truth to power about what has gone wrong, under successive governments, to solve the UK productivity puzzle.Q1. WHY DID YOU WRITE THE REPORT?TB: About a year ago now, the chancellor of the exchequer, Jeremy Hunt, announced that he was asking Sir Michael Barber to undertake a another government skills review. The FE sector got very excited about the prospect of influencing the agenda. Yet, here we are all these months on, and the sector is still non the wiser as to what Sir Michael is actually working on; and there has been absolutely no public consultation about it with any experts in the sector.Faced with the realisation that, once again, Whitehall would just ignore the people who work in and care about the future of skills and prosperity in this country, we decided to conduct and publish a skills review of our own. This was independently commissioned and financed by the Federation of Awarding Bodies (FAB), which included in-depth interviews with 25 experts from across the FE and skills sector. Matilda Gosling audited the recommendations of all the previous government skills reviews, tracking back to the Leitch Review of Skills, conducted by HM Treasury in 2006. And what we found – in terms of repeated and failed attempts to meet the scale of the skills ambition, was extraordinary. We also discovered that Whitehall doesn’t even implement many of the recommendations it has asked for from various government commissioned skills advisers.Q2. WHAT IS YOUR BASIC ARGUMENT?TB: Our basic argument is that despite two decades of policy hyper-activity in the skills arena, with many different quangos that have come and gone, as well as various government skills initiatives under successive governments; we found that none of these things have really translated into improving average real earnings for most working people. In fact, what has happened, since around 2005, is that living standards have flatlined and people feel poorer because despite the skills they have acquired and practiced in the workforce, this has not translated into higher take home pay. It’s why we called the report, Running to Stand Still…Q3. WHAT DATA SURPRISED YOU THE MOST?TB: In amongst some of the gloomy productivity statistics, we discovered some positive things about the impact of education policy in recent decades. For example, thanks to the focus on improving school standards, the UK has made great strides in virtually eradicating the number of young people who enter the workforce with no qualifications. This is paying back dividends, in terms of the data analysis we did on the wage returns, which found that Level 2 and Level 3 qualifications hold quite a bit of currency in the labour market; which is counter to what you’ll often hear some ministers and government skills advisers saying, who tend to denigrate lower level qualifications as “low-value”.When we looked into the ONS data on real earnings growth and training hours invested by employers, for example, we were surprised to see that all categories of workers have seen stagnating pay and declining training opportunities, except those on National Minimum Wage, who tend to have these lower level qualification. In other words, perhaps contrary to the received wisdom, workers at the bottom of the labour market have seen more protection in terms of inflation adjusted pay rises than many middle-income groups.As a close Whitehall skills observer, however, probably the most shocking data discovery was the fact nearly all the 2006 Leitch Review skills targets were missed, with only the higher education participation targe...]]></description><guid isPermaLink="false">Q92ORmzY</guid><pubDate>Fri, 15 Sep 2023 08:22:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56809012/nttoify91slaflvvlif9ocrxywgwzongoyycfpf8.mp3" length="3348384" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/297f78b3-80fa-4729-af2a-db22af71ccd9/297f78b3-80fa-4729-af2a-db22af71ccd9.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/297f78b3-80fa-4729-af2a-db22af71ccd9/297f78b3-80fa-4729-af2a-db22af71ccd9.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/297f78b3-80fa-4729-af2a-db22af71ccd9/297f78b3-80fa-4729-af2a-db22af71ccd9.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Inside Story: What we learnt about two decades of Whitehall policy that has failed to shift the dial on improving UK productivity and skillsProfessor Tom Bewick talks to FE News about a recent major UK skills review he co-authored with the independent...</itunes:subtitle><itunes:summary><![CDATA[Inside Story: What we learnt about two decades of Whitehall policy that has failed to shift the dial on improving UK productivity and skillsProfessor Tom Bewick talks to FE News about a recent major UK skills review he co-authored with the independent researcher, Matilda Gosling, called Running to Stand Still. In this interview he gave us the inside track on the report; and why he thinks it speaks truth to power about what has gone wrong, under successive governments, to solve the UK productivity puzzle.Q1. WHY DID YOU WRITE THE REPORT?TB: About a year ago now, the chancellor of the exchequer, Jeremy Hunt, announced that he was asking Sir Michael Barber to undertake a another government skills review. The FE sector got very excited about the prospect of influencing the agenda. Yet, here we are all these months on, and the sector is still non the wiser as to what Sir Michael is actually working on; and there has been absolutely no public consultation about it with any experts in the sector.Faced with the realisation that, once again, Whitehall would just ignore the people who work in and care about the future of skills and prosperity in this country, we decided to conduct and publish a skills review of our own. This was independently commissioned and financed by the Federation of Awarding Bodies (FAB), which included in-depth interviews with 25 experts from across the FE and skills sector. Matilda Gosling audited the recommendations of all the previous government skills reviews, tracking back to the Leitch Review of Skills, conducted by HM Treasury in 2006. And what we found – in terms of repeated and failed attempts to meet the scale of the skills ambition, was extraordinary. We also discovered that Whitehall doesn’t even implement many of the recommendations it has asked for from various government commissioned skills advisers.Q2. WHAT IS YOUR BASIC ARGUMENT?TB: Our basic argument is that despite two decades of policy hyper-activity in the skills arena, with many different quangos that have come and gone, as well as various government skills initiatives under successive governments; we found that none of these things have really translated into improving average real earnings for most working people. In fact, what has happened, since around 2005, is that living standards have flatlined and people feel poorer because despite the skills they have acquired and practiced in the workforce, this has not translated into higher take home pay. It’s why we called the report, Running to Stand Still…Q3. WHAT DATA SURPRISED YOU THE MOST?TB: In amongst some of the gloomy productivity statistics, we discovered some positive things about the impact of education policy in recent decades. For example, thanks to the focus on improving school standards, the UK has made great strides in virtually eradicating the number of young people who enter the workforce with no qualifications. This is paying back dividends, in terms of the data analysis we did on the wage returns, which found that Level 2 and Level 3 qualifications hold quite a bit of currency in the labour market; which is counter to what you’ll often hear some ministers and government skills advisers saying, who tend to denigrate lower level qualifications as “low-value”.When we looked into the ONS data on real earnings growth and training hours invested by employers, for example, we were surprised to see that all categories of workers have seen stagnating pay and declining training opportunities, except those on National Minimum Wage, who tend to have these lower level qualification. In other words, perhaps contrary to the received wisdom, workers at the bottom of the labour market have seen more protection in terms of inflation adjusted pay rises than many middle-income groups.As a close Whitehall skills observer, however, probably the most shocking data discovery was the fact nearly all the 2006 Leitch Review skills targets were missed, with only the higher education participation...]]></itunes:summary><itunes:duration>838</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can higher education better embrace neurodiversity?</title><link>https://www.spreaker.com/episode/how-can-higher-education-better-embrace-neurodiversity--56809009</link><description><![CDATA[How can higher education better embrace neurodiversity?Academics at Arden University explore how higher education can better embrace neurodiversity to realise the value neurodivergent staff and students can bring to enhance the overall learning experience.In the UK, one in every seven people are  neurodiverse  . As student numbers remain at an all-time high, the number of neurodivergent students at university is also likely to be significant. In this article, a team of academics and students from  Arden University  explore how higher education has long been a place of difficulty and challenge for neurodivergent students, and discuss how universities can be more neurodivergent-friendly.Research shows that less than 40% of autistic students at university complete their studies, with the majority likely to drop out part way through their course. With an increasing number of neurodivergent students at university, it’s crucial that these students have access to adequate support to help them successfully complete their studies.As a society, we are both enriched by and reliant on neurodiversity, and it is important that we are open and listening to neurodivergent perspectives. In a university setting, this means having open-minded conversations with experts and neurodivergent people to address and tackle the specific barriers and challenges that neurodivergent staff and students may face.Universities can often have a  narrow understanding  of the relationship between neurodiversity, ability and achievement due to the traditional nature of teaching environments and the way students are typically assessed. As a result, there is a  tendency not to disclose  neurodiversity among both staff and students.THE VALUE OF NEURODIVERSITY IN HIGHER EDUCATIONThe neurodivergent community brings a wealth of knowledge and experience, and it makes sense that they are involved in shaping the university learning experience. Experts by experience can offer valuable input into education, and can help craft inclusive academic environments that enhance diversity more equitably. To enable this improved support for neurodiverse students, universities need to first ensure measures are put in place to better accommodate neurodiverse academics.At present, the higher education environment can often present several challenges for neurodiverse academics, including during the interview process, disclosure and the implementation of reasonable adjustments. Universities often place high importance on specific skillsets, including networking, and strong outputs in a high-pressure environment. However, neurodivergent employees can experience social fatigue, autism burnout and other common co-occurring neurodivergent symptoms. As a result, it’s important to reconsider recruitment and promotion practices, to ensure they are prioritising the individual and their unique skillset.Many universities have reported success with interviewing and hiring neurodiverse employees when applying skills-based methods, such as cognitive assessments or work trials, which enable recruiters to focus on the applicant’s ability to perform specific tasks.HOW CAN UNIVERSITIES BETTER SUPPORT NEURODIVERSE TALENT?Universities with an inclusive staff cohort will benefit from a better understanding of neurodiverse students, and they will often have more reasonable adjustments in place to improve these students’ experience. There are practical steps that can support universities in becoming more neurodivergent-friendly, including:-  Improving flexibility  – for example, offering classes at alternative times and alternative ways of accessing materials for those who may not be able to attend physical lectures or seminars. Neurodivergent people are more likely to access education as mature students, which may also mean that they are balancing their studies with work and family life.-  Re-examining the physical learning environment  – consider the use of lighting, sound and space, as well as the content an...]]></description><guid isPermaLink="false">BLwpqJx1</guid><pubDate>Fri, 15 Sep 2023 08:22:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56809009/nwsigxsha3kmjr8zuukdehbv7grao9f6bot2yfmg.mp3" length="1306368" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/be4b353e-4c3a-43a7-b83b-9886d40cc048/be4b353e-4c3a-43a7-b83b-9886d40cc048.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/be4b353e-4c3a-43a7-b83b-9886d40cc048/be4b353e-4c3a-43a7-b83b-9886d40cc048.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/be4b353e-4c3a-43a7-b83b-9886d40cc048/be4b353e-4c3a-43a7-b83b-9886d40cc048.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How can higher education better embrace neurodiversity?Academics at Arden University explore how higher education can better embrace neurodiversity to realise the value neurodivergent staff and students can bring to enhance the overall learning...</itunes:subtitle><itunes:summary><![CDATA[How can higher education better embrace neurodiversity?Academics at Arden University explore how higher education can better embrace neurodiversity to realise the value neurodivergent staff and students can bring to enhance the overall learning experience.In the UK, one in every seven people are  neurodiverse  . As student numbers remain at an all-time high, the number of neurodivergent students at university is also likely to be significant. In this article, a team of academics and students from  Arden University  explore how higher education has long been a place of difficulty and challenge for neurodivergent students, and discuss how universities can be more neurodivergent-friendly.Research shows that less than 40% of autistic students at university complete their studies, with the majority likely to drop out part way through their course. With an increasing number of neurodivergent students at university, it’s crucial that these students have access to adequate support to help them successfully complete their studies.As a society, we are both enriched by and reliant on neurodiversity, and it is important that we are open and listening to neurodivergent perspectives. In a university setting, this means having open-minded conversations with experts and neurodivergent people to address and tackle the specific barriers and challenges that neurodivergent staff and students may face.Universities can often have a  narrow understanding  of the relationship between neurodiversity, ability and achievement due to the traditional nature of teaching environments and the way students are typically assessed. As a result, there is a  tendency not to disclose  neurodiversity among both staff and students.THE VALUE OF NEURODIVERSITY IN HIGHER EDUCATIONThe neurodivergent community brings a wealth of knowledge and experience, and it makes sense that they are involved in shaping the university learning experience. Experts by experience can offer valuable input into education, and can help craft inclusive academic environments that enhance diversity more equitably. To enable this improved support for neurodiverse students, universities need to first ensure measures are put in place to better accommodate neurodiverse academics.At present, the higher education environment can often present several challenges for neurodiverse academics, including during the interview process, disclosure and the implementation of reasonable adjustments. Universities often place high importance on specific skillsets, including networking, and strong outputs in a high-pressure environment. However, neurodivergent employees can experience social fatigue, autism burnout and other common co-occurring neurodivergent symptoms. As a result, it’s important to reconsider recruitment and promotion practices, to ensure they are prioritising the individual and their unique skillset.Many universities have reported success with interviewing and hiring neurodiverse employees when applying skills-based methods, such as cognitive assessments or work trials, which enable recruiters to focus on the applicant’s ability to perform specific tasks.HOW CAN UNIVERSITIES BETTER SUPPORT NEURODIVERSE TALENT?Universities with an inclusive staff cohort will benefit from a better understanding of neurodiverse students, and they will often have more reasonable adjustments in place to improve these students’ experience. There are practical steps that can support universities in becoming more neurodivergent-friendly, including:-  Improving flexibility  – for example, offering classes at alternative times and alternative ways of accessing materials for those who may not be able to attend physical lectures or seminars. Neurodivergent people are more likely to access education as mature students, which may also mean that they are balancing their studies with work and family life.-  Re-examining the physical learning environment  – consider the use of lighting, sound and space, as well as the...]]></itunes:summary><itunes:duration>327</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How to be creative using NBP, not AI</title><link>https://www.spreaker.com/episode/how-to-be-creative-using-nbp-not-ai--56797184</link><description><![CDATA[How to be creative using NBP, not AICreativity ranks highly as a sought-after ‘soft skill’. Yes, creativity can be taught. And no, it isn’t all about AI. Rather, it’s about NBP – natural brain power…CREATIVITY IS MUCH VALUED BY EMPLOYERSA  recent survey  identified creativity as being “the most valuable soft-skill” to c-level executives and senior managers. So that makes creativity a ‘good thing’ to encourage in your students.Here’s a fun activity that does just that. I’ll explain the activity first, and then discuss why it works, and how it underpins all creativity.A FUN CREATIVE ACTIVITYLet’s be creative, and invent a new game.You might have your own way of doing this, or a particular method you prefer. That’s fine. But just in case you haven’t come across this one, let me describe it. This works best with the class working in groups of about six.STEP 1 – DEFINE THE FOCUSMy experience is that if the focus of the activity is too diffuse – ‘invent a new game’ – then a group wastes time arguing at cross-purposes, with different participants thinking about very different sorts of games. So I prefer to narrow the focus by identifying a specific starting point – ‘invent a new game starting from chess’, ‘invent a new TV game starting from  Pointless  ’…STEP 2 – WRITE DOWN WHAT YOU KNOWThe instructions for this step are “Working individually, and in silence, spend the next ten minutes making a list of everything you know about chess” (or whichever game you are using). During that time, everyone makes their own list, for example, ‘there are two players’, ‘pawns capture diagonally’, ‘the castles are placed at the corners’…Some will know more than others, but that doesn’t matter – it’s not a test. And even those who don’t like chess or who have never played it are likely to know that there are two players, lots of pieces, and a board. That’s fine.STEP 3 – SHARETen minutes to write down what you know is enough, and is the preparation for this step, in which all the members of the team share their individual lists to compile an aggregate list, combining all the individual points.There are many learning opportunities here – not about chess (or whatever), but about oracy, about listening, about not ‘hogging the limelight’, about enquiry (“I don’t understand that, would you explain, please?”), about handling disagreement (“You’ve just said the pieces are black and white. I’ve played chess with pieces that are red and white…”), about respect, about teams, about communication (aha! that’s the  top “soft skill” for recruiters  )…STEP 4 – CHOOSE ONE ITEM, AND ASK “HOW MIGHT THIS BE DIFFERENT?”This is the creative step, in which the team chooses one item on the list that has just been compiled, so triggering creativity’s most important question, “How might this be different?”. And ideas will begin to flow…Take for example, ‘there are two players’. How might this be different? In lots of ways… for example…. just one player is chess against a computer, so that already exists. But how about 4 players? How might that work? How might the players be organised? One possibility is in two teams of two, with players taking alternate moves, like in doubles tennis. Another is that ‘Ali’ plays ‘Sam’ for, say, 5 moves, and then ‘Alison’ and ‘Samantha’ take over for the next 5. Or maybe the switch takes place as the result of an event, such as whenever there’s a capture. And suppose ‘Alison’ and ‘Samantha’ are in a different room, and haven’t been watching those first 5 moves, but take over the position ‘from scratch’…STEP 5 – WHEN THAT CONVERSATION PETERS OUT, CHOOSE ANOTHER ITEM…The list compiled in Step 3 will contain many items, so when the discussion of any one item slows down, that’s fine – just choose another item, and do the same again… and even more ideas will be generated.Take, for example, ‘pawns capture diagonally’. How might that be different? Suppose, for example, that pawns capture directly ahead. That transforms the entire game, for that standa...]]></description><guid isPermaLink="false">DLV1QEzb</guid><pubDate>Thu, 14 Sep 2023 08:32:41 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56797184/pgutdpphinjs20angf6sqy11voncvzwj5mx6rnym.mp3" length="2495808" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c1300b0-a33a-41ea-b290-328dc77c420f/3c1300b0-a33a-41ea-b290-328dc77c420f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c1300b0-a33a-41ea-b290-328dc77c420f/3c1300b0-a33a-41ea-b290-328dc77c420f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3c1300b0-a33a-41ea-b290-328dc77c420f/3c1300b0-a33a-41ea-b290-328dc77c420f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How to be creative using NBP, not AICreativity ranks highly as a sought-after ‘soft skill’. Yes, creativity can be taught. And no, it isn’t all about AI. Rather, it’s about NBP – natural brain power…CREATIVITY IS MUCH VALUED BY EMPLOYERSA  recent...</itunes:subtitle><itunes:summary><![CDATA[How to be creative using NBP, not AICreativity ranks highly as a sought-after ‘soft skill’. Yes, creativity can be taught. And no, it isn’t all about AI. Rather, it’s about NBP – natural brain power…CREATIVITY IS MUCH VALUED BY EMPLOYERSA  recent survey  identified creativity as being “the most valuable soft-skill” to c-level executives and senior managers. So that makes creativity a ‘good thing’ to encourage in your students.Here’s a fun activity that does just that. I’ll explain the activity first, and then discuss why it works, and how it underpins all creativity.A FUN CREATIVE ACTIVITYLet’s be creative, and invent a new game.You might have your own way of doing this, or a particular method you prefer. That’s fine. But just in case you haven’t come across this one, let me describe it. This works best with the class working in groups of about six.STEP 1 – DEFINE THE FOCUSMy experience is that if the focus of the activity is too diffuse – ‘invent a new game’ – then a group wastes time arguing at cross-purposes, with different participants thinking about very different sorts of games. So I prefer to narrow the focus by identifying a specific starting point – ‘invent a new game starting from chess’, ‘invent a new TV game starting from  Pointless  ’…STEP 2 – WRITE DOWN WHAT YOU KNOWThe instructions for this step are “Working individually, and in silence, spend the next ten minutes making a list of everything you know about chess” (or whichever game you are using). During that time, everyone makes their own list, for example, ‘there are two players’, ‘pawns capture diagonally’, ‘the castles are placed at the corners’…Some will know more than others, but that doesn’t matter – it’s not a test. And even those who don’t like chess or who have never played it are likely to know that there are two players, lots of pieces, and a board. That’s fine.STEP 3 – SHARETen minutes to write down what you know is enough, and is the preparation for this step, in which all the members of the team share their individual lists to compile an aggregate list, combining all the individual points.There are many learning opportunities here – not about chess (or whatever), but about oracy, about listening, about not ‘hogging the limelight’, about enquiry (“I don’t understand that, would you explain, please?”), about handling disagreement (“You’ve just said the pieces are black and white. I’ve played chess with pieces that are red and white…”), about respect, about teams, about communication (aha! that’s the  top “soft skill” for recruiters  )…STEP 4 – CHOOSE ONE ITEM, AND ASK “HOW MIGHT THIS BE DIFFERENT?”This is the creative step, in which the team chooses one item on the list that has just been compiled, so triggering creativity’s most important question, “How might this be different?”. And ideas will begin to flow…Take for example, ‘there are two players’. How might this be different? In lots of ways… for example…. just one player is chess against a computer, so that already exists. But how about 4 players? How might that work? How might the players be organised? One possibility is in two teams of two, with players taking alternate moves, like in doubles tennis. Another is that ‘Ali’ plays ‘Sam’ for, say, 5 moves, and then ‘Alison’ and ‘Samantha’ take over for the next 5. Or maybe the switch takes place as the result of an event, such as whenever there’s a capture. And suppose ‘Alison’ and ‘Samantha’ are in a different room, and haven’t been watching those first 5 moves, but take over the position ‘from scratch’…STEP 5 – WHEN THAT CONVERSATION PETERS OUT, CHOOSE ANOTHER ITEM…The list compiled in Step 3 will contain many items, so when the discussion of any one item slows down, that’s fine – just choose another item, and do the same again… and even more ideas will be generated.Take, for example, ‘pawns capture diagonally’. How might that be different? Suppose, for example, that pawns capture directly ahead. That transforms the entire game, for that...]]></itunes:summary><itunes:duration>624</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Character: What Do You Do When Nobody Else Is In The Room?</title><link>https://www.spreaker.com/episode/character-what-do-you-do-when-nobody-else-is-in-the-room--56785651</link><description><![CDATA[Character: What Do You Do When Nobody Else Is In The Room?INTRODUCTIONAs I watched the clip of Education Secretary  Gillian Keegan  reeling off a sweary tirade about how she hadn’t been sufficiently praised for “doing a good job”, it got me thinking about character education and the link to role models in our society. Or rather the paucity of them.One of the key phrases coined at schools employing a character education scheme is “What do you do in the corridor when no-one is looking?”. Well, the answer is NOT what Gillian Keegan did. Keegan was clearly unaware that she was still being recorded on a “hot mic” after a live  new  s  interview about the school concrete row.Instead, what the Minister did was show her true colours, that is, what she is  really  like. And as the leader in this country for schools, the faux pas was magnified because, in her position, the conduct was inappropriate for school environments. The behaviour of those in positions of responsibility or influence as role models is key, in either a negative or positive direction.Character education  is a vital aspect of personal development, guiding individuals from a young age to cultivate virtues, ethical decision-making, and responsible conduct. In this article, we explore the definition of character education, delve into its roots and growth, and provide examples of the key messages which are profoundly important for developing role models of the future.WHAT IS CHARACTER EDUCATION?According to the  Jubilee Centre for Character and Virtues  , character education involves “  explicit and implicit educational activities aimed at nurturing positive personal strengths known as virtues  ”. It goes beyond academic subjects, permeating the culture and functions of families, classrooms, schools, and institutions. Character education empowers students to comprehend and appreciate the importance of ethics and morality in a wide range of situations; to “do the right thing” for the right reasons and develop autonomy and reflection in virtue practice.The Jubilee Centre go on to add: “..  the ultimate aim of character education is the development of good sense, or practical wisdom; the capacity to choose intelligently between alternatives  .” Individuals are encouraged to make informed choices and cultivate practical wisdom, or what the Aristotelian zealots call  phronesis  , enabling them to make intelligent decisions in complex situations, as to the result they would like to bring about and how best, practically, to achieve that.WHAT IS THE JUBILEE CENTRE FOR CHARACTER AND VIRTUES?Founded in 2012 by Professor James Arthur and based at the University of Birmingham, the Jubilee Centre for Character and Virtues is a pioneering institution in the field of character education. Comprising a dedicated team of academics from diverse fields such as philosophy, psychology, education, theology, and sociology, the Centre takes an  evidence-based  approach to character education, which means they seek to back up the theory by testing whether and how it applies in the real world. Thus, they have published tons of research on the subject. They collaborate globally with academics and emphasise the significance of teaching virtues that contribute to good character, which have often been overlooked in both schools and professions.CHARACTER EDUCATION ISN’T JUST A NEW FADThe concept of character education has deep historical roots, with origins traced back to ancient Greece, notably  Aristotle  , who was known as “the father of virtue ethics”. Aristotle’s ethical system found its place in European moral thought through figures like St. Thomas Aquinas in the thirteenth century. Character education has long been seen as an integral part of education, aiming to help students not only become knowledgeable but also morally upright individuals.While character education has seen resurgence in the UK, as schools are searching to help their leavers depart with more than just a fistful of exams, it h...]]></description><guid isPermaLink="false">7907WMxE</guid><pubDate>Wed, 13 Sep 2023 08:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56785651/ail5yaz0wowi2dha30k1ohqyugmmjpu92rl449ak.mp3" length="1640352" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fcad8d8e-692a-463a-9c22-e193eca9dbe3/fcad8d8e-692a-463a-9c22-e193eca9dbe3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fcad8d8e-692a-463a-9c22-e193eca9dbe3/fcad8d8e-692a-463a-9c22-e193eca9dbe3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fcad8d8e-692a-463a-9c22-e193eca9dbe3/fcad8d8e-692a-463a-9c22-e193eca9dbe3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Character: What Do You Do When Nobody Else Is In The Room?INTRODUCTIONAs I watched the clip of Education Secretary  Gillian Keegan  reeling off a sweary tirade about how she hadn’t been sufficiently praised for “doing a good job”, it got me thinking...</itunes:subtitle><itunes:summary><![CDATA[Character: What Do You Do When Nobody Else Is In The Room?INTRODUCTIONAs I watched the clip of Education Secretary  Gillian Keegan  reeling off a sweary tirade about how she hadn’t been sufficiently praised for “doing a good job”, it got me thinking about character education and the link to role models in our society. Or rather the paucity of them.One of the key phrases coined at schools employing a character education scheme is “What do you do in the corridor when no-one is looking?”. Well, the answer is NOT what Gillian Keegan did. Keegan was clearly unaware that she was still being recorded on a “hot mic” after a live  new  s  interview about the school concrete row.Instead, what the Minister did was show her true colours, that is, what she is  really  like. And as the leader in this country for schools, the faux pas was magnified because, in her position, the conduct was inappropriate for school environments. The behaviour of those in positions of responsibility or influence as role models is key, in either a negative or positive direction.Character education  is a vital aspect of personal development, guiding individuals from a young age to cultivate virtues, ethical decision-making, and responsible conduct. In this article, we explore the definition of character education, delve into its roots and growth, and provide examples of the key messages which are profoundly important for developing role models of the future.WHAT IS CHARACTER EDUCATION?According to the  Jubilee Centre for Character and Virtues  , character education involves “  explicit and implicit educational activities aimed at nurturing positive personal strengths known as virtues  ”. It goes beyond academic subjects, permeating the culture and functions of families, classrooms, schools, and institutions. Character education empowers students to comprehend and appreciate the importance of ethics and morality in a wide range of situations; to “do the right thing” for the right reasons and develop autonomy and reflection in virtue practice.The Jubilee Centre go on to add: “..  the ultimate aim of character education is the development of good sense, or practical wisdom; the capacity to choose intelligently between alternatives  .” Individuals are encouraged to make informed choices and cultivate practical wisdom, or what the Aristotelian zealots call  phronesis  , enabling them to make intelligent decisions in complex situations, as to the result they would like to bring about and how best, practically, to achieve that.WHAT IS THE JUBILEE CENTRE FOR CHARACTER AND VIRTUES?Founded in 2012 by Professor James Arthur and based at the University of Birmingham, the Jubilee Centre for Character and Virtues is a pioneering institution in the field of character education. Comprising a dedicated team of academics from diverse fields such as philosophy, psychology, education, theology, and sociology, the Centre takes an  evidence-based  approach to character education, which means they seek to back up the theory by testing whether and how it applies in the real world. Thus, they have published tons of research on the subject. They collaborate globally with academics and emphasise the significance of teaching virtues that contribute to good character, which have often been overlooked in both schools and professions.CHARACTER EDUCATION ISN’T JUST A NEW FADThe concept of character education has deep historical roots, with origins traced back to ancient Greece, notably  Aristotle  , who was known as “the father of virtue ethics”. Aristotle’s ethical system found its place in European moral thought through figures like St. Thomas Aquinas in the thirteenth century. Character education has long been seen as an integral part of education, aiming to help students not only become knowledgeable but also morally upright individuals.While character education has seen resurgence in the UK, as schools are searching to help their leavers depart with more than just a fistful of exams,...]]></itunes:summary><itunes:duration>411</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Innovation First: Embracing AI could save workers approximately 390 hours per year</title><link>https://www.spreaker.com/episode/innovation-first-embracing-ai-could-save-workers-approximately-390-hours-per-year--56785650</link><description><![CDATA[Innovation First: Embracing AI could save workers approximately 390 hours per yearAmid the ever-present fear that AI is replacing jobs, here, Ben Harris, UK MD at Visier, explains how organisations can help employees adapt to the changing landscape of work and bridge the skills gap permeating the UK workforce by working with AI to upskill employees and improve opportunities.It’s hard to imagine what we can’t see. And this is why for many employees, any mention of the word ‘AI’ is enough to panic them. What’s more, experts across a variety of industries are fuelling this worry as they make bold statements about generative AI’s impact and its expected widespread adoption.Consequently,  “What does AI mean for my job?”, “Do I need to understand how to use AI?” and “Will AI replace me?”  are common sentiments employees are understandably concerned about, with more than half (53%) of workers stating that they are genuinely concerned that the skills they currently have could be replaced by AI, according to a  global report conducted by Visier  .But AI innovation doesn’t have to be scary. Take IKEA as an example. The Swedish furniture store implemented an AI agent to handle common customer service queries in 2021. And whilst the move could have in theory replaced employees responsible for doing this, they moved more than 8,500 call centre employees to work as interior design advisers. This internal mobility push not only supported IKEA in expanding its sales efforts with a vision of increasing sales among Gen Z buyers, but it also helped to upskill existing employees into more value-add roles.For employers willing to embrace AI responsibly to work alongside humans, it’s possible to boost productivity and enhance performance, whilst minimising redundancies and risk. Plus, we’re seeing that AI can support workers in tackling their day-to-day challenges. According to Visier’s  global data,  AI has the potential to save British workers approximately 390 working hours per year – that’s 1.55 hours per day. Who would object to that?CLOSING THE SKILLS GAP WITH AIAs workers worry about the threat of AI, many are looking to develop their skills to stay ahead. Our research found that this itch isn’t currently being scratched, with 50% of British employees currently disengaged at work because they aren’t learning new skills. Furthermore, as the government races to build the regulation required to keep up with AI, employers have a responsibility to support employees in upskilling to keep pace with technological advancements.But there’s an even bigger challenge on the horizon. While more than two in three (67%) employees surveyed agreed that developing AI skills is going to be important to their future career growth, when asked about skills development, there was a discrepancy between what they want, and what they need.Although more than half (52%) expect to see their employer take the lead in upskilling them in AI, hard skills such as emerging technology (10%) were not ranked as highly as soft skills (40%) and leadership skills (43%) in the workplace. It’s this lack of engagement and discrepancy that could further widen the UK skills gap.DEMONSTRATING THE VALUE OF AIWhile some individuals can effectively take charge of their own skills development, relying solely on employees to drive reskilling efforts is a risky proposition. To help employees adapt to the changing landscape of work, companies will need to focus on either upskilling their employees to improve effectiveness, or re-skilling them with skills adjacent to their current skill-set, so they may move into new work. Furthermore, effective communication and the provision of learning opportunities by employers can help demonstrate the benefits of AI in the workplace.While it’s difficult to predict with 100% certainty what the uptake in AI will look like long term, to navigate any potential future disruptions brought about by AI, organisations will need to embrace a culture of talent mobility...]]></description><guid isPermaLink="false">Q9QRy8za</guid><pubDate>Wed, 13 Sep 2023 08:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56785650/jcmsgzjmjw9i3icnf7kujr0ezmdtg17yowcjzobs.mp3" length="1100064" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ad627843-5baf-435c-86b5-01ec9f0896e6/ad627843-5baf-435c-86b5-01ec9f0896e6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ad627843-5baf-435c-86b5-01ec9f0896e6/ad627843-5baf-435c-86b5-01ec9f0896e6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ad627843-5baf-435c-86b5-01ec9f0896e6/ad627843-5baf-435c-86b5-01ec9f0896e6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Innovation First: Embracing AI could save workers approximately 390 hours per yearAmid the ever-present fear that AI is replacing jobs, here, Ben Harris, UK MD at Visier, explains how organisations can help employees adapt to the changing landscape of...</itunes:subtitle><itunes:summary><![CDATA[Innovation First: Embracing AI could save workers approximately 390 hours per yearAmid the ever-present fear that AI is replacing jobs, here, Ben Harris, UK MD at Visier, explains how organisations can help employees adapt to the changing landscape of work and bridge the skills gap permeating the UK workforce by working with AI to upskill employees and improve opportunities.It’s hard to imagine what we can’t see. And this is why for many employees, any mention of the word ‘AI’ is enough to panic them. What’s more, experts across a variety of industries are fuelling this worry as they make bold statements about generative AI’s impact and its expected widespread adoption.Consequently,  “What does AI mean for my job?”, “Do I need to understand how to use AI?” and “Will AI replace me?”  are common sentiments employees are understandably concerned about, with more than half (53%) of workers stating that they are genuinely concerned that the skills they currently have could be replaced by AI, according to a  global report conducted by Visier  .But AI innovation doesn’t have to be scary. Take IKEA as an example. The Swedish furniture store implemented an AI agent to handle common customer service queries in 2021. And whilst the move could have in theory replaced employees responsible for doing this, they moved more than 8,500 call centre employees to work as interior design advisers. This internal mobility push not only supported IKEA in expanding its sales efforts with a vision of increasing sales among Gen Z buyers, but it also helped to upskill existing employees into more value-add roles.For employers willing to embrace AI responsibly to work alongside humans, it’s possible to boost productivity and enhance performance, whilst minimising redundancies and risk. Plus, we’re seeing that AI can support workers in tackling their day-to-day challenges. According to Visier’s  global data,  AI has the potential to save British workers approximately 390 working hours per year – that’s 1.55 hours per day. Who would object to that?CLOSING THE SKILLS GAP WITH AIAs workers worry about the threat of AI, many are looking to develop their skills to stay ahead. Our research found that this itch isn’t currently being scratched, with 50% of British employees currently disengaged at work because they aren’t learning new skills. Furthermore, as the government races to build the regulation required to keep up with AI, employers have a responsibility to support employees in upskilling to keep pace with technological advancements.But there’s an even bigger challenge on the horizon. While more than two in three (67%) employees surveyed agreed that developing AI skills is going to be important to their future career growth, when asked about skills development, there was a discrepancy between what they want, and what they need.Although more than half (52%) expect to see their employer take the lead in upskilling them in AI, hard skills such as emerging technology (10%) were not ranked as highly as soft skills (40%) and leadership skills (43%) in the workplace. It’s this lack of engagement and discrepancy that could further widen the UK skills gap.DEMONSTRATING THE VALUE OF AIWhile some individuals can effectively take charge of their own skills development, relying solely on employees to drive reskilling efforts is a risky proposition. To help employees adapt to the changing landscape of work, companies will need to focus on either upskilling their employees to improve effectiveness, or re-skilling them with skills adjacent to their current skill-set, so they may move into new work. Furthermore, effective communication and the provision of learning opportunities by employers can help demonstrate the benefits of AI in the workplace.While it’s difficult to predict with 100% certainty what the uptake in AI will look like long term, to navigate any potential future disruptions brought about by AI, organisations will need to embrace a culture of talent...]]></itunes:summary><itunes:duration>276</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Neurodiversity and the last 20 Years – the incredible transformation we have witnessed</title><link>https://www.spreaker.com/episode/neurodiversity-and-the-last-20-years-the-incredible-transformation-we-have-witnessed--56774050</link><description><![CDATA[Neurodiversity and the last 20 Years – the incredible transformation we have witnessedFE News celebrates its 20th anniversary! In 2003, access to support for diverse students was very slow. A transformation ensued, due to society recognising benefits of cognitive strengths. Technology accelerated progress, enabling swift support through digital assessments. We shifted from ignorance to empowerment, thanks to advocates like FE News. The power of digital connectivity and community has reshaped perceptions. As we celebrate, we thank FE News for its monumental contribution and look forward to a future where neurodiversity is celebrated and supported.TWO DECADES AGOHappy 20th Anniversary, FE News! Two decades ago, in 2003, I embarked on a mission to assist science degree students in devising strategies for independent study. These brilliant young minds represented a spectrum of neuro-identities, yet their access to support was frustratingly slow due to the long waiting times to see an educational psychologist. At that time, society predominantly perceived neurodiversity through a medical lens, often fixating on the challenges rather than appreciating unique cognitive abilities of an individual. However, a paradigm shift has occurred and the past two decades have brought in a remarkable transformation, and cognition has been at the heart of this evolution.Our comprehension of neurodiversity is significantly more nuanced. We now recognise that neurological differences are manifestations of natural variations in cognition. Furthermore, we’ve come to understand that individuals with distinct neurological profiles bring diverse cognitive strengths to the table, enriching our society in countless ways. This shift owes its momentum to heightened awareness, dedicated advocacy, and the relentless pursuit of scientific knowledge. The digital age has emerged as a powerful ally, speeding up our progress by facilitating greater connectivity among communities dedicated to advancing our understanding of neurological diversity.TECHNOLOGICAL ADVANCEMENTSTechnological advancements have enabled the replication of test batteries, allowing for the swift identification of differences through digital cognitive assessments. This means that learners in need can access support quickly and at a scale previously unimaginable. It’s a testament to how far we’ve come in breaking down the barriers that once hindered the progress of those with neurodiverse identities. The evolution of our understanding of neurodiversity has been nothing short of awe-inspiring. Digital cognitive assessments can pinpoint strengths and areas requiring support with remarkable precision. This means that interventions can be tailored to the specific needs of each individual, ensuring that they receive the best possible education and support.We’ve shifted from a place of ignorance and exclusion to one of recognition and empowerment. Every individual, regardless of their neuro-identity, now has a better chance to thrive and contribute to our society’s collective well-being.HOW DID THE TRANSFORMATION HAPPEN?This transformation didn’t happen overnight. It was born out of tireless efforts by advocates, educators, scientists, and organisations like FE News. Your unwavering dedication to shedding light on the unique cognitive abilities of neurodiverse individuals has been instrumental in this journey.One of the most remarkable aspects of this transformation has been the recognition of cognitive strengths that neurodiverse individuals bring. These strengths, ranging from heightened pattern recognition to exceptional problem-solving abilities, have proven to be invaluable in various fields, from technology to the arts. Our society is richer and more vibrant because of these unique perspectives and talents.THE POWER OF COMMUNITY AND CONNECTIVITYThe power of community and connectivity in the digital age cannot be overstated. Online platforms and social media have allowed individuals from all corne...]]></description><guid isPermaLink="false">Kx4ZRlzb</guid><pubDate>Tue, 12 Sep 2023 09:33:49 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56774050/naizh5y9udebc8qxvweaxygksd9obukdbnmlspvd.mp3" length="1210176" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc993efd-f2e1-4e23-9830-8cec57c4fe2f/cc993efd-f2e1-4e23-9830-8cec57c4fe2f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc993efd-f2e1-4e23-9830-8cec57c4fe2f/cc993efd-f2e1-4e23-9830-8cec57c4fe2f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cc993efd-f2e1-4e23-9830-8cec57c4fe2f/cc993efd-f2e1-4e23-9830-8cec57c4fe2f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Neurodiversity and the last 20 Years – the incredible transformation we have witnessedFE News celebrates its 20th anniversary! In 2003, access to support for diverse students was very slow. A transformation ensued, due to society recognising benefits...</itunes:subtitle><itunes:summary><![CDATA[Neurodiversity and the last 20 Years – the incredible transformation we have witnessedFE News celebrates its 20th anniversary! In 2003, access to support for diverse students was very slow. A transformation ensued, due to society recognising benefits of cognitive strengths. Technology accelerated progress, enabling swift support through digital assessments. We shifted from ignorance to empowerment, thanks to advocates like FE News. The power of digital connectivity and community has reshaped perceptions. As we celebrate, we thank FE News for its monumental contribution and look forward to a future where neurodiversity is celebrated and supported.TWO DECADES AGOHappy 20th Anniversary, FE News! Two decades ago, in 2003, I embarked on a mission to assist science degree students in devising strategies for independent study. These brilliant young minds represented a spectrum of neuro-identities, yet their access to support was frustratingly slow due to the long waiting times to see an educational psychologist. At that time, society predominantly perceived neurodiversity through a medical lens, often fixating on the challenges rather than appreciating unique cognitive abilities of an individual. However, a paradigm shift has occurred and the past two decades have brought in a remarkable transformation, and cognition has been at the heart of this evolution.Our comprehension of neurodiversity is significantly more nuanced. We now recognise that neurological differences are manifestations of natural variations in cognition. Furthermore, we’ve come to understand that individuals with distinct neurological profiles bring diverse cognitive strengths to the table, enriching our society in countless ways. This shift owes its momentum to heightened awareness, dedicated advocacy, and the relentless pursuit of scientific knowledge. The digital age has emerged as a powerful ally, speeding up our progress by facilitating greater connectivity among communities dedicated to advancing our understanding of neurological diversity.TECHNOLOGICAL ADVANCEMENTSTechnological advancements have enabled the replication of test batteries, allowing for the swift identification of differences through digital cognitive assessments. This means that learners in need can access support quickly and at a scale previously unimaginable. It’s a testament to how far we’ve come in breaking down the barriers that once hindered the progress of those with neurodiverse identities. The evolution of our understanding of neurodiversity has been nothing short of awe-inspiring. Digital cognitive assessments can pinpoint strengths and areas requiring support with remarkable precision. This means that interventions can be tailored to the specific needs of each individual, ensuring that they receive the best possible education and support.We’ve shifted from a place of ignorance and exclusion to one of recognition and empowerment. Every individual, regardless of their neuro-identity, now has a better chance to thrive and contribute to our society’s collective well-being.HOW DID THE TRANSFORMATION HAPPEN?This transformation didn’t happen overnight. It was born out of tireless efforts by advocates, educators, scientists, and organisations like FE News. Your unwavering dedication to shedding light on the unique cognitive abilities of neurodiverse individuals has been instrumental in this journey.One of the most remarkable aspects of this transformation has been the recognition of cognitive strengths that neurodiverse individuals bring. These strengths, ranging from heightened pattern recognition to exceptional problem-solving abilities, have proven to be invaluable in various fields, from technology to the arts. Our society is richer and more vibrant because of these unique perspectives and talents.THE POWER OF COMMUNITY AND CONNECTIVITYThe power of community and connectivity in the digital age cannot be overstated. Online platforms and social media have allowed individuals from all...]]></itunes:summary><itunes:duration>303</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How young people can pursue a career in tech without attending university</title><link>https://www.spreaker.com/episode/how-young-people-can-pursue-a-career-in-tech-without-attending-university--56760112</link><description><![CDATA[How young people can pursue a career in tech without attending universityHigher education isn’t the right route for everyone, but that doesn’t mean they cannot acquire skills and build successful tech careers in other ways. This article offers guidance for young people who want to pursue a career in tech without going to university.The assumption that there is a one-size-fits-all solution for everyone to achieve their dream career is unrealistic. We constantly see the same message that if you want a well-paid job and career, you need to go to university to get your degree. However, higher education isn’t the right route for everyone.Some people are not in the right financial situation to go to university or may not have found a programme that will help them get the job they want. Alternatively, a portion may struggle to learn from higher education and know how to apply this knowledge in the real working world.Some would argue that many degree programmes lack practicality, and this impacts an educational institution’s ability to pass down the skills employers are really looking for. Not to mention, a university degree gives students the idea that when the course ends so does their learning journey.In reality, the learning journey does not have an end, especially in a fast-paced industry like the tech sector. Employers are also coming to realise that university degrees are not the be-all-and-end-all solution they were once marketed to be. Tech giants like Google, Apple, and IBM have all published tech jobs where a degree qualification was not a requirement.The jobs were still well-paid and offered to those with either a high-school diploma or nontraditional education. The decision to do this came as these tech companies realised metrics like university GPAs were no longer valuable predictors of an employee’s performance.University is a fantastic option for many people, but it’s not the only way to get in the door to your dream role. Not pursuing a four-year degree program does not mean you cannot have a meaningful career. There are lots of jobs that do not require a college degree or where a degree is seen more as a ‘nice to have’ factor.Additionally, the online space has become increasingly populated with virtual programs and resources, allowing people to pursue their ambitions in a way that best suits them. What’s more, the online space can allow them to acquire the skills that truly matter to today’s tech employers.IN THE DIGITAL AGE, WE HAVE A VAST LIBRARY OF RESOURCES AT OUR FINGERTIPSPeople can succeed in life without having a degree under their belt. They can obtain their dream positions, launch thriving businesses, acquire sought-after skills, and find their purpose. This is especially true for jobs within the tech industry. In the current digital age, we have instant access to a wide array of tools, from online training programs to tutorials, tools, and more.Those with aspirations to work in the sector have a vast library at their fingertips. There are many online courses and platforms that offer both free and paid courses focusing on a wide range of technology topics. Some of these platforms include Udemy, Coursera, and Code Academy.They offer programmes spanning topics like data science, coding, and more. There are also a lot of tech boot camps online, short intensive courses that focus on very specific tech skills. While other programs may be more beneficial in helping you get your foot in the door in the tech industry, these boot camps can act as a good starting point.There is also a lot to be said for learning by doing. Some would argue that university programs are not practical enough. As a result, they may not truly prepare students for the working world. A portion of university degrees focus too much on teaching knowledge and not enough on transferring skills.This is where self-study and projects can help people bridge the gap and get their ideal employment opportunities. Building personal projects or contributi...]]></description><guid isPermaLink="false">bLPOvmz5</guid><pubDate>Mon, 11 Sep 2023 08:33:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56760112/bku9dbrdpxsuuvjlzfi8p0xcrzj9olitoelhak3l.mp3" length="2144064" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74c10b82-8f2d-4e08-b441-e46c2279026d/74c10b82-8f2d-4e08-b441-e46c2279026d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74c10b82-8f2d-4e08-b441-e46c2279026d/74c10b82-8f2d-4e08-b441-e46c2279026d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74c10b82-8f2d-4e08-b441-e46c2279026d/74c10b82-8f2d-4e08-b441-e46c2279026d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How young people can pursue a career in tech without attending universityHigher education isn’t the right route for everyone, but that doesn’t mean they cannot acquire skills and build successful tech careers in other ways. This article offers...</itunes:subtitle><itunes:summary><![CDATA[How young people can pursue a career in tech without attending universityHigher education isn’t the right route for everyone, but that doesn’t mean they cannot acquire skills and build successful tech careers in other ways. This article offers guidance for young people who want to pursue a career in tech without going to university.The assumption that there is a one-size-fits-all solution for everyone to achieve their dream career is unrealistic. We constantly see the same message that if you want a well-paid job and career, you need to go to university to get your degree. However, higher education isn’t the right route for everyone.Some people are not in the right financial situation to go to university or may not have found a programme that will help them get the job they want. Alternatively, a portion may struggle to learn from higher education and know how to apply this knowledge in the real working world.Some would argue that many degree programmes lack practicality, and this impacts an educational institution’s ability to pass down the skills employers are really looking for. Not to mention, a university degree gives students the idea that when the course ends so does their learning journey.In reality, the learning journey does not have an end, especially in a fast-paced industry like the tech sector. Employers are also coming to realise that university degrees are not the be-all-and-end-all solution they were once marketed to be. Tech giants like Google, Apple, and IBM have all published tech jobs where a degree qualification was not a requirement.The jobs were still well-paid and offered to those with either a high-school diploma or nontraditional education. The decision to do this came as these tech companies realised metrics like university GPAs were no longer valuable predictors of an employee’s performance.University is a fantastic option for many people, but it’s not the only way to get in the door to your dream role. Not pursuing a four-year degree program does not mean you cannot have a meaningful career. There are lots of jobs that do not require a college degree or where a degree is seen more as a ‘nice to have’ factor.Additionally, the online space has become increasingly populated with virtual programs and resources, allowing people to pursue their ambitions in a way that best suits them. What’s more, the online space can allow them to acquire the skills that truly matter to today’s tech employers.IN THE DIGITAL AGE, WE HAVE A VAST LIBRARY OF RESOURCES AT OUR FINGERTIPSPeople can succeed in life without having a degree under their belt. They can obtain their dream positions, launch thriving businesses, acquire sought-after skills, and find their purpose. This is especially true for jobs within the tech industry. In the current digital age, we have instant access to a wide array of tools, from online training programs to tutorials, tools, and more.Those with aspirations to work in the sector have a vast library at their fingertips. There are many online courses and platforms that offer both free and paid courses focusing on a wide range of technology topics. Some of these platforms include Udemy, Coursera, and Code Academy.They offer programmes spanning topics like data science, coding, and more. There are also a lot of tech boot camps online, short intensive courses that focus on very specific tech skills. While other programs may be more beneficial in helping you get your foot in the door in the tech industry, these boot camps can act as a good starting point.There is also a lot to be said for learning by doing. Some would argue that university programs are not practical enough. As a result, they may not truly prepare students for the working world. A portion of university degrees focus too much on teaching knowledge and not enough on transferring skills.This is where self-study and projects can help people bridge the gap and get their ideal employment opportunities. Building personal projects or...]]></itunes:summary><itunes:duration>537</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Making the transition to university – for students with visual impairments</title><link>https://www.spreaker.com/episode/making-the-transition-to-university-for-students-with-visual-impairments--56733010</link><description><![CDATA[Making the transition to university – for students with visual impairmentsIn this article, Noel discusses the additional support, funding and assistive technology available to students with visual impairments as they take the step from further to higher education.Making the transition from sixth form or FE college to university, is a time of significant change for young people. Not just a first step towards a promising career, it’s an opportunity for new experiences, new friends and for many the chance to live independently for the first time.For students with disabilities, such as visual impairments, the opportunities are no less. There are however usually a few additional challenges to overcome in order to study and live independently – away from familiar surroundings and the security of school and family life.Here we’ll explore the obligations each university has to support students with disabilities, and how students who are blind or partially sighted can use these services. We’ll also share how students with visual impairments can access the funding they may be entitled to, to help them complete their studies. We will also explain some of the assistive technology that’s available to ensure students who are blind or partially sighted can read and study in line with their peers.DISABILITY SUPPORT AT UNIVERSITYThe accessibility provision within a university or HE college is usually arranged by a team of disability advisers, usually called the Disability Support Office, though some universities have different names for this team. You can find the contact details for the Disability Support team on your chosen university’s website.While you might not identify with the term ‘disabled’ you may still benefit from the services offered by the Disability Support team at your chosen university. It’s advisable to get in touch with this department as soon as you can. You can talk to them and ask questions before you’ve even applied for a university place. It will help you gain a good impression of how your individual needs might be catered for, and what their previous experience is of supporting students with sight loss.They may be able to offer you lots of advice on things you hadn’t considered about living and studying away from home.All UK universities and higher education institutions have an obligation to ensure that all students with visual impairments – and other disabilities – are supported appropriately. This support might include an individual learning plan – ensuring reading material and other documentation is available in accessible formats; it could include support for applications for equipment, or support with exams and coursework assessments. Support may also include arranging accessible university accommodation, orientation around the campus and travel arrangements.FINANCIAL SUPPORTThe cost of studying at university in the UK is now up to £9,250 per year in tuition fees (for courses starting in 2023 to 2024). While these tuition fees pay for your lectures, the facilities and equipment for your course, they don’t cover personal technology, travel costs, living costs or course materials.Therefore, student loans are taken by most students. These include:-  Tuition Fee Loan  – to cover the full cost of your course. You won’t pay this back until after your course when you’re earning over a certain threshold.-  Maintenance Loan  – to cover the cost of living at university. The amount you’re eligible for can vary, depending on factors including your parents’ income, where your university is, how long your course is and where you live.Students with disabilities, including visual impairments, can also apply for government grants and the  Disabled Students Allowance (DSA)  . This is a grant of up to £26,291 a year (2023-2024 academic year) this does not have to be paid back. It can help you cover additional costs relating to improved accessibility to your studies, to help ensure you have equal access to learning. The DSA can cove...]]></description><guid isPermaLink="false">oLaRD4xD</guid><pubDate>Fri, 08 Sep 2023 08:32:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56733010/dxxpnoihcgpvbslif4mujbbsnapmit6twm20dlms.mp3" length="1790400" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87717ac2-2104-4d83-914f-2fcb4fcc9743/87717ac2-2104-4d83-914f-2fcb4fcc9743.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87717ac2-2104-4d83-914f-2fcb4fcc9743/87717ac2-2104-4d83-914f-2fcb4fcc9743.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87717ac2-2104-4d83-914f-2fcb4fcc9743/87717ac2-2104-4d83-914f-2fcb4fcc9743.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Making the transition to university – for students with visual impairmentsIn this article, Noel discusses the additional support, funding and assistive technology available to students with visual impairments as they take the step from further to...</itunes:subtitle><itunes:summary><![CDATA[Making the transition to university – for students with visual impairmentsIn this article, Noel discusses the additional support, funding and assistive technology available to students with visual impairments as they take the step from further to higher education.Making the transition from sixth form or FE college to university, is a time of significant change for young people. Not just a first step towards a promising career, it’s an opportunity for new experiences, new friends and for many the chance to live independently for the first time.For students with disabilities, such as visual impairments, the opportunities are no less. There are however usually a few additional challenges to overcome in order to study and live independently – away from familiar surroundings and the security of school and family life.Here we’ll explore the obligations each university has to support students with disabilities, and how students who are blind or partially sighted can use these services. We’ll also share how students with visual impairments can access the funding they may be entitled to, to help them complete their studies. We will also explain some of the assistive technology that’s available to ensure students who are blind or partially sighted can read and study in line with their peers.DISABILITY SUPPORT AT UNIVERSITYThe accessibility provision within a university or HE college is usually arranged by a team of disability advisers, usually called the Disability Support Office, though some universities have different names for this team. You can find the contact details for the Disability Support team on your chosen university’s website.While you might not identify with the term ‘disabled’ you may still benefit from the services offered by the Disability Support team at your chosen university. It’s advisable to get in touch with this department as soon as you can. You can talk to them and ask questions before you’ve even applied for a university place. It will help you gain a good impression of how your individual needs might be catered for, and what their previous experience is of supporting students with sight loss.They may be able to offer you lots of advice on things you hadn’t considered about living and studying away from home.All UK universities and higher education institutions have an obligation to ensure that all students with visual impairments – and other disabilities – are supported appropriately. This support might include an individual learning plan – ensuring reading material and other documentation is available in accessible formats; it could include support for applications for equipment, or support with exams and coursework assessments. Support may also include arranging accessible university accommodation, orientation around the campus and travel arrangements.FINANCIAL SUPPORTThe cost of studying at university in the UK is now up to £9,250 per year in tuition fees (for courses starting in 2023 to 2024). While these tuition fees pay for your lectures, the facilities and equipment for your course, they don’t cover personal technology, travel costs, living costs or course materials.Therefore, student loans are taken by most students. These include:-  Tuition Fee Loan  – to cover the full cost of your course. You won’t pay this back until after your course when you’re earning over a certain threshold.-  Maintenance Loan  – to cover the cost of living at university. The amount you’re eligible for can vary, depending on factors including your parents’ income, where your university is, how long your course is and where you live.Students with disabilities, including visual impairments, can also apply for government grants and the  Disabled Students Allowance (DSA)  . This is a grant of up to £26,291 a year (2023-2024 academic year) this does not have to be paid back. It can help you cover additional costs relating to improved accessibility to your studies, to help ensure you have equal access to learning. The DSA can...]]></itunes:summary><itunes:duration>448</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Going Green: What Support is Available for Educators Navigating Sustainability?</title><link>https://www.spreaker.com/episode/going-green-what-support-is-available-for-educators-navigating-sustainability--56722667</link><description><![CDATA[Going Green: What Support is Available for Educators Navigating Sustainability?Charlotte Bonner and Maddie Booth discuss the growing availability of continuous professional development opportunities for educators seeking to embed sustainability into their professional practice.The impact of climate change is increasingly visible all around us. In this context, sustainability continues to grow as a priority for the education sector. The Department for Education’s (DfE)  Sustainability and Climate Change Strategy  highlights the role of the education system in contributing to sustainability goals and recognises the vital skills contribution of the further education (FE) and training sector. So, how do we ensure educators feel equipped to play their part in the sustainability agenda?EVOLVING EXPECTATIONSRecent revisions of both initial teacher education frameworks and the professional standards reflect the power of educators to influence sustainability outcomes. Education for sustainable development (ESD) is now explicit within the  professional standards for FE educators in England  ,  Scottish professional standards in FE  ,  the minimum core  and relevant  occupational standards  . There is growing appetite from educators to infuse sustainable education into their teaching practices.As expectations of educators change over time, we need to invest in continuous professional development (CPD) – to help us navigate the ever-changing educational landscape, technological advancements and the evolution of teaching methodologies. We all need space to reflect on our work, refresh our skills, learn about new innovation and practice new behaviours.EMBEDDING SUSTAINABILITY ACROSS THE CURRICULUMWith sustainability, this isn’t just a case of educators ‘knowing about sustainable development’ and teaching their learners about sustainability as well as their core subject. Instead, it’s about understanding how their core subject contributes to sustainability challenges and solutions, and in turn equipping learners for their futures and developing skills that employers need to respond to sustainability challenges. This is what good ESD does – and it’s transformational.IDENTIFYING THE OBSTACLESBut there are challenges to embedding ESD. Sustainable development itself is complex, systemic and multidisciplinary – bridging various fields of knowledge to gain an overarching understanding can be demanding. The science, policy, technology and approaches that will contribute to us solving sustainability challenges are all rapidly evolving. Keeping up to date on the latest developments in these fields whilst juggling multiple priorities can be difficult. Finding high-quality resources can also be a challenge. The level of organisational support for sustainable education varies across educational institutions. And, of course, educators are time-poor.SUPPORT FOR EFFECTIVE CPDAn output of the  National Climate Education Action Plan  is a soon-to-be published CPD map to help people in different roles from across the whole education system identify routes to support their learning and development that align with their needs and capacity. Further opportunities are being planned through DfE-funded sector engagement and support projects, for which delivery partners are being procured – watch this space!Both the  Education and Training Foundation (ETF)  and  EAUC  work to create a more enabling environment for FE and training sector organisations to take sustainability action. Developing high-quality and impactful CPD is part of this. The two organisations are currently working in partnership to launch a second series of the  ‘Embedding ESD’ course  , which equips teachers, trainers and tutors with the knowledge, skills and tools they need to embed sustainability into their professional practice – across six, 90-minute sessions. It directly aligns with the aforementioned professional standards and builds on the sell-out course delivered in 2022, which 100% of att...]]></description><guid isPermaLink="false">GzREOv9Q</guid><pubDate>Thu, 07 Sep 2023 08:33:24 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56722667/1jan4h2o5azcfxjlfhpbbx58n0mriujkmvv9g6h3.mp3" length="1076448" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/54093311-6376-4f54-8e98-5d30f4107e5d/54093311-6376-4f54-8e98-5d30f4107e5d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/54093311-6376-4f54-8e98-5d30f4107e5d/54093311-6376-4f54-8e98-5d30f4107e5d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/54093311-6376-4f54-8e98-5d30f4107e5d/54093311-6376-4f54-8e98-5d30f4107e5d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Going Green: What Support is Available for Educators Navigating Sustainability?Charlotte Bonner and Maddie Booth discuss the growing availability of continuous professional development opportunities for educators seeking to embed sustainability into...</itunes:subtitle><itunes:summary><![CDATA[Going Green: What Support is Available for Educators Navigating Sustainability?Charlotte Bonner and Maddie Booth discuss the growing availability of continuous professional development opportunities for educators seeking to embed sustainability into their professional practice.The impact of climate change is increasingly visible all around us. In this context, sustainability continues to grow as a priority for the education sector. The Department for Education’s (DfE)  Sustainability and Climate Change Strategy  highlights the role of the education system in contributing to sustainability goals and recognises the vital skills contribution of the further education (FE) and training sector. So, how do we ensure educators feel equipped to play their part in the sustainability agenda?EVOLVING EXPECTATIONSRecent revisions of both initial teacher education frameworks and the professional standards reflect the power of educators to influence sustainability outcomes. Education for sustainable development (ESD) is now explicit within the  professional standards for FE educators in England  ,  Scottish professional standards in FE  ,  the minimum core  and relevant  occupational standards  . There is growing appetite from educators to infuse sustainable education into their teaching practices.As expectations of educators change over time, we need to invest in continuous professional development (CPD) – to help us navigate the ever-changing educational landscape, technological advancements and the evolution of teaching methodologies. We all need space to reflect on our work, refresh our skills, learn about new innovation and practice new behaviours.EMBEDDING SUSTAINABILITY ACROSS THE CURRICULUMWith sustainability, this isn’t just a case of educators ‘knowing about sustainable development’ and teaching their learners about sustainability as well as their core subject. Instead, it’s about understanding how their core subject contributes to sustainability challenges and solutions, and in turn equipping learners for their futures and developing skills that employers need to respond to sustainability challenges. This is what good ESD does – and it’s transformational.IDENTIFYING THE OBSTACLESBut there are challenges to embedding ESD. Sustainable development itself is complex, systemic and multidisciplinary – bridging various fields of knowledge to gain an overarching understanding can be demanding. The science, policy, technology and approaches that will contribute to us solving sustainability challenges are all rapidly evolving. Keeping up to date on the latest developments in these fields whilst juggling multiple priorities can be difficult. Finding high-quality resources can also be a challenge. The level of organisational support for sustainable education varies across educational institutions. And, of course, educators are time-poor.SUPPORT FOR EFFECTIVE CPDAn output of the  National Climate Education Action Plan  is a soon-to-be published CPD map to help people in different roles from across the whole education system identify routes to support their learning and development that align with their needs and capacity. Further opportunities are being planned through DfE-funded sector engagement and support projects, for which delivery partners are being procured – watch this space!Both the  Education and Training Foundation (ETF)  and  EAUC  work to create a more enabling environment for FE and training sector organisations to take sustainability action. Developing high-quality and impactful CPD is part of this. The two organisations are currently working in partnership to launch a second series of the  ‘Embedding ESD’ course  , which equips teachers, trainers and tutors with the knowledge, skills and tools they need to embed sustainability into their professional practice – across six, 90-minute sessions. It directly aligns with the aforementioned professional standards and builds on the sell-out course delivered in 2022, which 100% of...]]></itunes:summary><itunes:duration>270</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Prescribing Success - How Professional Apprenticeships Can Help Deliver the NHS’s Future W</title><link>https://www.spreaker.com/episode/prescribing-success-how-professional-apprenticeships-can-help-deliver-the-nhs-s-future-w--56722665</link><description><![CDATA[Prescribing Success - How Professional Apprenticeships Can Help Deliver the NHS’s Future WorkforceIn this article, Nichola discusses the NHS workforce transformation plan to have 1 out of 6 staff trained through apprenticeships in the next five years. Nichola explores the opportunities of scaling up apprenticeship training and the barriers to delivery.Our National Health Service is currently in the grips of a historic staffing crisis that is threatening to undermine this critical institution’s long-term survival. In the same year that we celebrated the NHS’s 75  th  birthday, there were reports of  staff shortages being on track to exceed 570,000 by 2036  without urgent action.The consequences of this crisis are severe, negatively impacting the access to and quality of healthcare for millions of people across the country. Furthermore, the existing staff members that the NHS does have are subject to higher workloads and longer hours, leading to a  record rise in burnout, stress and fatigue  .Considering this worrying backdrop, it was disappointing to see that the Government’s proposal to have one out of six NHS clinicians trained through apprenticeships over the next five years was met with much chagrin from parts of the UK health profession, the public and the media.This proposal to open up new routes into the health service through professional apprenticeships, outlined in the much anticipated  NHS Long-Term Workforce Plan  , was critically labelled a  threat to the quality of care  , which would  put patients at risk  and lead to a  devaluation in the UK university degree system  .This instinctive hesitancy towards the concept of health professionals being trained through apprenticeships reveals an outdated attitude towards the value of professional apprenticeships. A long-standing preference for traditional academic pathways has fostered a cultural bias against training that relies more so on practical skills and direct work experience.The fact is that employers across key industries, including highly regulated sectors such as law and financial services, have all had significant success adopting professional apprenticeships into their talent acquisition strategies. Our health service must demonstrate the same willingness to innovate if it is to overcome the present challenges.The real threat to quality of care is an understaffed health profession unable to meet the health demands of the country. To address this bias against professional apprenticeships, it is important to highlight their unique potential to transform the NHS workforce for the better to ensure it is fully equipped to address the health challenges of future generations.CURBING THE STAFFING CRISIS AND BOOSTING RETENTIONA key element of the  Conservative Party’s 2019 manifesto  was a pledge to increase the number of doctors, nurses, and primary care professionals in the NHS workforce. The Government’s promotion of professional apprenticeship as an alternative route into the health service is a positive step towards delivering on those key ambitious promises.Maintaining standards of care can and should remain at the heart of our health education and training system. Any doctor doing a medical apprenticeship will still have to pass the same GMC exams as graduates.For existing members of staff members, apprenticeships create opportunities for retraining that would allow ambitious individuals to pursue promotions, explore different roles, and expand their skill sets.At a time when younger generations increasingly value flexibility from their employers above all else, professional apprenticeships could go a long way towards bolstering staff retention in the NHS and fostering a culture of continuous learning and upward mobility.WIDENING ACCESS TO THE HEALTH PROFESSIONAs a  national  health service, it is important that the NHS workforce is reflective of the diverse populace of the nation itself. Apprenticeships offer a practical pathway for individuals from all econo...]]></description><guid isPermaLink="false">yzKq0oxg</guid><pubDate>Thu, 07 Sep 2023 08:33:24 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56722665/pby1mqbjimgqa2lqx3jzhb6pw53fe6b1tinpxppf.mp3" length="1291776" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4fc5a99a-89f9-4338-8c1b-aedd4bb463a1/4fc5a99a-89f9-4338-8c1b-aedd4bb463a1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4fc5a99a-89f9-4338-8c1b-aedd4bb463a1/4fc5a99a-89f9-4338-8c1b-aedd4bb463a1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Prescribing Success - How Professional Apprenticeships Can Help Deliver the NHS’s Future WorkforceIn this article, Nichola discusses the NHS workforce transformation plan to have 1 out of 6 staff trained through apprenticeships in the next five years....</itunes:subtitle><itunes:summary><![CDATA[Prescribing Success - How Professional Apprenticeships Can Help Deliver the NHS’s Future WorkforceIn this article, Nichola discusses the NHS workforce transformation plan to have 1 out of 6 staff trained through apprenticeships in the next five years. Nichola explores the opportunities of scaling up apprenticeship training and the barriers to delivery.Our National Health Service is currently in the grips of a historic staffing crisis that is threatening to undermine this critical institution’s long-term survival. In the same year that we celebrated the NHS’s 75  th  birthday, there were reports of  staff shortages being on track to exceed 570,000 by 2036  without urgent action.The consequences of this crisis are severe, negatively impacting the access to and quality of healthcare for millions of people across the country. Furthermore, the existing staff members that the NHS does have are subject to higher workloads and longer hours, leading to a  record rise in burnout, stress and fatigue  .Considering this worrying backdrop, it was disappointing to see that the Government’s proposal to have one out of six NHS clinicians trained through apprenticeships over the next five years was met with much chagrin from parts of the UK health profession, the public and the media.This proposal to open up new routes into the health service through professional apprenticeships, outlined in the much anticipated  NHS Long-Term Workforce Plan  , was critically labelled a  threat to the quality of care  , which would  put patients at risk  and lead to a  devaluation in the UK university degree system  .This instinctive hesitancy towards the concept of health professionals being trained through apprenticeships reveals an outdated attitude towards the value of professional apprenticeships. A long-standing preference for traditional academic pathways has fostered a cultural bias against training that relies more so on practical skills and direct work experience.The fact is that employers across key industries, including highly regulated sectors such as law and financial services, have all had significant success adopting professional apprenticeships into their talent acquisition strategies. Our health service must demonstrate the same willingness to innovate if it is to overcome the present challenges.The real threat to quality of care is an understaffed health profession unable to meet the health demands of the country. To address this bias against professional apprenticeships, it is important to highlight their unique potential to transform the NHS workforce for the better to ensure it is fully equipped to address the health challenges of future generations.CURBING THE STAFFING CRISIS AND BOOSTING RETENTIONA key element of the  Conservative Party’s 2019 manifesto  was a pledge to increase the number of doctors, nurses, and primary care professionals in the NHS workforce. The Government’s promotion of professional apprenticeship as an alternative route into the health service is a positive step towards delivering on those key ambitious promises.Maintaining standards of care can and should remain at the heart of our health education and training system. Any doctor doing a medical apprenticeship will still have to pass the same GMC exams as graduates.For existing members of staff members, apprenticeships create opportunities for retraining that would allow ambitious individuals to pursue promotions, explore different roles, and expand their skill sets.At a time when younger generations increasingly value flexibility from their employers above all else, professional apprenticeships could go a long way towards bolstering staff retention in the NHS and fostering a culture of continuous learning and upward mobility.WIDENING ACCESS TO THE HEALTH PROFESSIONAs a  national  health service, it is important that the NHS workforce is reflective of the diverse populace of the nation itself. Apprenticeships offer a practical pathway for individuals from all...]]></itunes:summary><itunes:duration>323</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Brave new education: the leaders of our AI future</title><link>https://www.spreaker.com/episode/brave-new-education-the-leaders-of-our-ai-future--56709309</link><description><![CDATA[Brave new education: the leaders of our AI futureThe education sector is undergoing a remarkable period of change on a scale not seen in decades – not least due to the remarkable advancement of AI. This article looks at the core qualities needed in school leaders in our  AI  future.Doomsayers claim AI could “  spell the end of the traditional classroom  ”. It’s true that its impact on schools and the jobs within them will be dramatic. Similarly to the pandemic, AI is set to irreversibly change the way we teach and learn. But such colossal shifts will also bring immense opportunity, especially for the leaders who can thrive in this period of innovation and capitalise on the very human traits that will continue to prove essential – and irreplaceable – in school leadership.THE INTERFACE OF A SECTOR-WIDE TRANSFORMATIONAI in education  can be seen as an innovative, exciting tool that can accelerate what students and teachers are already doing.Reduced administrative burden seems a certainty. AI will also help teachers to plan lessons and rapidly develop subject expertise. Many in the sector believe these developments will cause a more general type of teacher to emerge, and yet lessons could be more effective than ever as AI offers each student the potential of individualised lesson journeys.THE VISIONARY VANGUARDSchools will always need leaders with vision, passion and high emotional intelligence. Leaders of the future will also need technological expertise to apply AI to school operations, along with ethical awareness and a commitment to continuous learning.A great school leader’s longer term vision for the school will ensure that they will be able to embrace new learning practices and formulate a plan for the whole school community – students, teachers, parents, governors, and beyond.Just as those in the classroom are having personalised lessons from AI, so must the leaders overseeing them. If we learned anything from the technological changes surrounding the pandemic, it is that one size does not fit all. Online learning was rolled out very quickly at the onset of Covid, and the truth is that it didn’t work for everybody.The schools that performed exceptionally were those that had the resourcefulness to go beyond the curriculum. AI will be the same, impacting exams, curriculum, extra-curriculum: leaders must take a case-by-case approach, assessing the needs of each school uniquely to identify the best approach.Leaders must use AI for personalised responses to teachers too, understanding the implications of how people are not simply an array of datasets.METTLE FROM AMONGST THE METALIt’s going to take someone enthusiastic with a clear passion for learning to push this change. It’s also going to take courage to make the right call. Emotional intelligence and resilience has always been key in school leadership – now more so than ever.Not all AI will benefit schools. Leaders should make important decisions based on evidence – and those around them. A true leader shows the courage to have a senior leadership team around them that they talk and listen to, letting others be experts to come back with ideas. Specialise your team and then personalise your learning with AI.LOOKING BEYOND EDUCATIONThe corporate world has eclipsed the education sector in its embrace of AI. It therefore makes sense to hire from that talent pool. Consultants, AI experts, teachers teaching AI – there is immense opportunity for schools who are willing to look beyond the education sector.Schools are becoming more business-like as they respond to an array of challenges – but the ever increasing need for versatility, innovation, and expertise means securing transformational leaders from markets where high levels of competition and cutting-edge ideas are rife.ONWARDS TOGETHERAI may be two-thirds of the solution, but the final and crucial third is human. The AI revolution in schools will not happen overnight. The element of balancing old and new knowledge will continue...]]></description><guid isPermaLink="false">79078MxE</guid><pubDate>Wed, 06 Sep 2023 08:32:45 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56709309/zrzr6youguuefih5fismgbhnplren9h4khy7sqgw.mp3" length="1210368" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6b7df10d-2e60-46d9-963a-44d567612948/6b7df10d-2e60-46d9-963a-44d567612948.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6b7df10d-2e60-46d9-963a-44d567612948/6b7df10d-2e60-46d9-963a-44d567612948.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6b7df10d-2e60-46d9-963a-44d567612948/6b7df10d-2e60-46d9-963a-44d567612948.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Brave new education: the leaders of our AI futureThe education sector is undergoing a remarkable period of change on a scale not seen in decades – not least due to the remarkable advancement of AI. This article looks at the core qualities needed in...</itunes:subtitle><itunes:summary><![CDATA[Brave new education: the leaders of our AI futureThe education sector is undergoing a remarkable period of change on a scale not seen in decades – not least due to the remarkable advancement of AI. This article looks at the core qualities needed in school leaders in our  AI  future.Doomsayers claim AI could “  spell the end of the traditional classroom  ”. It’s true that its impact on schools and the jobs within them will be dramatic. Similarly to the pandemic, AI is set to irreversibly change the way we teach and learn. But such colossal shifts will also bring immense opportunity, especially for the leaders who can thrive in this period of innovation and capitalise on the very human traits that will continue to prove essential – and irreplaceable – in school leadership.THE INTERFACE OF A SECTOR-WIDE TRANSFORMATIONAI in education  can be seen as an innovative, exciting tool that can accelerate what students and teachers are already doing.Reduced administrative burden seems a certainty. AI will also help teachers to plan lessons and rapidly develop subject expertise. Many in the sector believe these developments will cause a more general type of teacher to emerge, and yet lessons could be more effective than ever as AI offers each student the potential of individualised lesson journeys.THE VISIONARY VANGUARDSchools will always need leaders with vision, passion and high emotional intelligence. Leaders of the future will also need technological expertise to apply AI to school operations, along with ethical awareness and a commitment to continuous learning.A great school leader’s longer term vision for the school will ensure that they will be able to embrace new learning practices and formulate a plan for the whole school community – students, teachers, parents, governors, and beyond.Just as those in the classroom are having personalised lessons from AI, so must the leaders overseeing them. If we learned anything from the technological changes surrounding the pandemic, it is that one size does not fit all. Online learning was rolled out very quickly at the onset of Covid, and the truth is that it didn’t work for everybody.The schools that performed exceptionally were those that had the resourcefulness to go beyond the curriculum. AI will be the same, impacting exams, curriculum, extra-curriculum: leaders must take a case-by-case approach, assessing the needs of each school uniquely to identify the best approach.Leaders must use AI for personalised responses to teachers too, understanding the implications of how people are not simply an array of datasets.METTLE FROM AMONGST THE METALIt’s going to take someone enthusiastic with a clear passion for learning to push this change. It’s also going to take courage to make the right call. Emotional intelligence and resilience has always been key in school leadership – now more so than ever.Not all AI will benefit schools. Leaders should make important decisions based on evidence – and those around them. A true leader shows the courage to have a senior leadership team around them that they talk and listen to, letting others be experts to come back with ideas. Specialise your team and then personalise your learning with AI.LOOKING BEYOND EDUCATIONThe corporate world has eclipsed the education sector in its embrace of AI. It therefore makes sense to hire from that talent pool. Consultants, AI experts, teachers teaching AI – there is immense opportunity for schools who are willing to look beyond the education sector.Schools are becoming more business-like as they respond to an array of challenges – but the ever increasing need for versatility, innovation, and expertise means securing transformational leaders from markets where high levels of competition and cutting-edge ideas are rife.ONWARDS TOGETHERAI may be two-thirds of the solution, but the final and crucial third is human. The AI revolution in schools will not happen overnight. The element of balancing old and new knowledge will...]]></itunes:summary><itunes:duration>303</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Embracing Change: Nurturing Excellence in Your College!</title><link>https://www.spreaker.com/episode/embracing-change-nurturing-excellence-in-your-college--56696391</link><description><![CDATA[As we find ourselves back to college this week, we may feel we are stuck back in the same hallow… This article explores the transformative power of embracing change, accepting diversity, empowering failure, and encouraging creativity within a further education college. By fostering these mindsets and strategies, the college can support its staff through inevitable changes, ensuring a culture of growth and excellence.In the hallowed halls of education, where knowledge is both the foundation and the frontier, a silent revolution unfolds. It’s a transformation not measured in numbers, but in the hearts and minds of those who shape the future. It’s in this context that I’ve come to appreciate a profound thought: “My view is the hallow never gets smaller or bigger, it just changes shape.”This quote, which has resonated deeply with me, takes on a new dimension within the vibrant tapestry of a further education college. Here, it’s not just individuals who evolve; it’s the entire culture of learning that transforms. Like a chameleon adapting to its environment, your college needs to embrace change as an integral part of growth, both for the institution and its dedicated staff.Embracing Change: A Pillar of ProgressEmbracing change is not merely a choice; it’s a necessity in the realm of education. Change, in the form of evolving teaching methods, new technologies, and shifting student demographics, is the only constant. To navigate this ever-changing landscape effectively, we must cultivate a mindset that views change as an opportunity rather than a threat.When your college community embraces change, it opens the door to innovation. We need to encourage educators to explore new pedagogical approaches, experiment with fresh teaching strategies, and remain agile in response to the evolving needs of our students. Change becomes a catalyst for growth, not a source of apprehension.Change is the conduit through which we advance our methods and approach. It forces us to question the status quo, challenging us to seek better, more effective ways to impart knowledge and inspire learning. In doing so, we remain relevant and responsive to the evolving needs of our students and the ever-shifting landscape of education.Accepting Difference: Fostering InclusivityAs you embark on this journey of change, it’s imperative that you also embrace the diversity of perspectives and backgrounds within your college community. Accepting difference is not just a value; it’s a cornerstone of building an inclusive educational environment.In a diverse college community, we find a wealth of ideas, experiences, and viewpoints. These differences are not impediments to change; they are the fuel that powers it. When we encourage open dialogue and respect for differing opinions, we create a fertile ground for constructive change.Embracing diversity is not merely about meeting a quota or adhering to policies; it’s about harnessing the power of different perspectives. It’s about understanding that each unique viewpoint contributes to a richer tapestry of ideas. In this environment, change isn’t a combined force but a force that amplifies the voices and ideas of every member of your college community.Empowering Failure: The Path to InnovationFailure is often viewed with trepidation, yet it’s a crucial steppingstone on the path to innovation. In our pursuit of excellence, we must empower our staff to take risks and embrace failure as a valuable learning experience.In a culture that empowers failure, educators are more likely to experiment with new teaching methodologies and push the boundaries of conventional wisdom. They understand that failure is not a dead-end but a detour that can lead to groundbreaking discoveries.The fear of failure can be paralysing. It can stifle creativity and discourage educators from trying new approaches. However, when we create an environment where failure is not punished but seen as an opportunity to learn and improve, we unlock the door to inn...]]></description><guid isPermaLink="false">q9YjZOze</guid><pubDate>Tue, 05 Sep 2023 08:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56696391/lidse962iegnyp9ri1ms5ztochfvgya3fej9gl2a.mp3" length="1623264" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81f3a407-b35e-42e5-a705-60e03530ecdc/81f3a407-b35e-42e5-a705-60e03530ecdc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81f3a407-b35e-42e5-a705-60e03530ecdc/81f3a407-b35e-42e5-a705-60e03530ecdc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81f3a407-b35e-42e5-a705-60e03530ecdc/81f3a407-b35e-42e5-a705-60e03530ecdc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>As we find ourselves back to college this week, we may feel we are stuck back in the same hallow… This article explores the transformative power of embracing change, accepting diversity, empowering failure, and encouraging creativity within a further...</itunes:subtitle><itunes:summary><![CDATA[As we find ourselves back to college this week, we may feel we are stuck back in the same hallow… This article explores the transformative power of embracing change, accepting diversity, empowering failure, and encouraging creativity within a further education college. By fostering these mindsets and strategies, the college can support its staff through inevitable changes, ensuring a culture of growth and excellence.In the hallowed halls of education, where knowledge is both the foundation and the frontier, a silent revolution unfolds. It’s a transformation not measured in numbers, but in the hearts and minds of those who shape the future. It’s in this context that I’ve come to appreciate a profound thought: “My view is the hallow never gets smaller or bigger, it just changes shape.”This quote, which has resonated deeply with me, takes on a new dimension within the vibrant tapestry of a further education college. Here, it’s not just individuals who evolve; it’s the entire culture of learning that transforms. Like a chameleon adapting to its environment, your college needs to embrace change as an integral part of growth, both for the institution and its dedicated staff.Embracing Change: A Pillar of ProgressEmbracing change is not merely a choice; it’s a necessity in the realm of education. Change, in the form of evolving teaching methods, new technologies, and shifting student demographics, is the only constant. To navigate this ever-changing landscape effectively, we must cultivate a mindset that views change as an opportunity rather than a threat.When your college community embraces change, it opens the door to innovation. We need to encourage educators to explore new pedagogical approaches, experiment with fresh teaching strategies, and remain agile in response to the evolving needs of our students. Change becomes a catalyst for growth, not a source of apprehension.Change is the conduit through which we advance our methods and approach. It forces us to question the status quo, challenging us to seek better, more effective ways to impart knowledge and inspire learning. In doing so, we remain relevant and responsive to the evolving needs of our students and the ever-shifting landscape of education.Accepting Difference: Fostering InclusivityAs you embark on this journey of change, it’s imperative that you also embrace the diversity of perspectives and backgrounds within your college community. Accepting difference is not just a value; it’s a cornerstone of building an inclusive educational environment.In a diverse college community, we find a wealth of ideas, experiences, and viewpoints. These differences are not impediments to change; they are the fuel that powers it. When we encourage open dialogue and respect for differing opinions, we create a fertile ground for constructive change.Embracing diversity is not merely about meeting a quota or adhering to policies; it’s about harnessing the power of different perspectives. It’s about understanding that each unique viewpoint contributes to a richer tapestry of ideas. In this environment, change isn’t a combined force but a force that amplifies the voices and ideas of every member of your college community.Empowering Failure: The Path to InnovationFailure is often viewed with trepidation, yet it’s a crucial steppingstone on the path to innovation. In our pursuit of excellence, we must empower our staff to take risks and embrace failure as a valuable learning experience.In a culture that empowers failure, educators are more likely to experiment with new teaching methodologies and push the boundaries of conventional wisdom. They understand that failure is not a dead-end but a detour that can lead to groundbreaking discoveries.The fear of failure can be paralysing. It can stifle creativity and discourage educators from trying new approaches. However, when we create an environment where failure is not punished but seen as an opportunity to learn and improve, we unlock the door to...]]></itunes:summary><itunes:duration>406</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The imperative of a system-wide approach. Building an integrated system for quality service delivery and excellence in employability</title><link>https://www.spreaker.com/episode/the-imperative-of-a-system-wide-approach-building-an-integrated-system-for-quality-service-delivery-and-excellence-in-employability--56696390</link><description><![CDATA[Building a joined-up system for quality service delivery is key to developing ‘fit for purpose’ programmes. In this article we look at the importance of integrated approaches in delivering excellence in employability.In today’s rapidly evolving world, delivering exceptional services to jobseekers requires more than fragmented efforts. It necessitates a holistic, joined up, system-wide approach that encompasses a well-trained workforce, continuous quality improvement, cultural transformation, and forward-looking innovation. This integrated approach forms the bedrock of a network of ‘fit for purpose’ programmes and capable delivery organisations and their practitioners (at all levels) – a dynamic framework that amalgamates diverse elements to ensure the delivery of excellent services to all citizens.Building a network of well-trained and certified practitionersAt the heart of any efficient service are skilled professionals armed with the right knowledge and expertise. Creating quality services involves not just training individuals but forging a network of practitioners who are not only competent in their respective domains but also hold the certifications that validate their skills, this is important for the commissioners of services and jobseekers alike to add validation and assurance that they will receive the level of service they expect. A system-wide approach ensures that professional development and training is standardised, up-to-date, and aligned with the needs of the services being offered, in short provides proof of occupational competence.Quality improvement and continuous improvement Static systems quickly become obsolete. Continuous quality improvement is the engine that keeps services relevant and effective. By implementing mechanisms for constant feedback, data analysis, and iterative enhancement, a service can swiftly adapt to changing circumstances, emerging technologies, and evolving needs. This approach guarantees that the services provided are consistently excellent and in tune with citizens’ expectations. But that is not the whole story, without a ‘will to improve culture’ services will stagnate, and innovation will be stifled. To be clear the very best practitioners operating in a culture where ‘this is adequate’ will really struggle to provide very best services. Both commissioners and providers need to take responsibility for this, where a compliance first culture may stop many practitioners from taking risks and innovating in their professional practice.Transforming Cultures Organizational culture is a powerful driver of behaviour. A shift towards a culture that prioritizes excellence, collaboration, and innovation is essential for services to succeed. This cultural transformation involves breaking down silos between departments, fostering open communication, and encouraging a mindset that embraces change and experimentation. A unified culture enables practitioners to work cohesively towards a common goal – delivering outstanding services to citizens.Centre for Employability Excellence.Going beyond immediate service delivery it is also important to consider the broader implications for the employability sector and its impact on both society in general and the economy. By establishing a Centre for Employability Excellence (CfEE), the sector not only trains and develops professionals for current roles but also anticipates future needs. This proactive approach ensures that our workforce remains relevant, adaptable, and equipped to handle emerging challenges, technological disruptions, and policy changes.Forward-looking policy, design, and innovation. It is clear that a system-wide approach is not just about addressing the present – it’s about preparing for the future. A culture of quality improvement, a centre for excellence, great people, capable organisations, and collaborative commissioning incorporate the foresight to anticipate policy shifts, design trends, and technological advancements. By doing so,...]]></description><guid isPermaLink="false">axyNKl9K</guid><pubDate>Tue, 05 Sep 2023 07:57:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56696390/49t5c2ntdissnodr1krfggxud7cic4dt2rqzvjuj.mp3" length="1153920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3795456b-3f46-4b27-b6c9-2385ee69e652/3795456b-3f46-4b27-b6c9-2385ee69e652.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3795456b-3f46-4b27-b6c9-2385ee69e652/3795456b-3f46-4b27-b6c9-2385ee69e652.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3795456b-3f46-4b27-b6c9-2385ee69e652/3795456b-3f46-4b27-b6c9-2385ee69e652.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Building a joined-up system for quality service delivery is key to developing ‘fit for purpose’ programmes. In this article we look at the importance of integrated approaches in delivering excellence in employability.In today’s rapidly evolving world,...</itunes:subtitle><itunes:summary><![CDATA[Building a joined-up system for quality service delivery is key to developing ‘fit for purpose’ programmes. In this article we look at the importance of integrated approaches in delivering excellence in employability.In today’s rapidly evolving world, delivering exceptional services to jobseekers requires more than fragmented efforts. It necessitates a holistic, joined up, system-wide approach that encompasses a well-trained workforce, continuous quality improvement, cultural transformation, and forward-looking innovation. This integrated approach forms the bedrock of a network of ‘fit for purpose’ programmes and capable delivery organisations and their practitioners (at all levels) – a dynamic framework that amalgamates diverse elements to ensure the delivery of excellent services to all citizens.Building a network of well-trained and certified practitionersAt the heart of any efficient service are skilled professionals armed with the right knowledge and expertise. Creating quality services involves not just training individuals but forging a network of practitioners who are not only competent in their respective domains but also hold the certifications that validate their skills, this is important for the commissioners of services and jobseekers alike to add validation and assurance that they will receive the level of service they expect. A system-wide approach ensures that professional development and training is standardised, up-to-date, and aligned with the needs of the services being offered, in short provides proof of occupational competence.Quality improvement and continuous improvement Static systems quickly become obsolete. Continuous quality improvement is the engine that keeps services relevant and effective. By implementing mechanisms for constant feedback, data analysis, and iterative enhancement, a service can swiftly adapt to changing circumstances, emerging technologies, and evolving needs. This approach guarantees that the services provided are consistently excellent and in tune with citizens’ expectations. But that is not the whole story, without a ‘will to improve culture’ services will stagnate, and innovation will be stifled. To be clear the very best practitioners operating in a culture where ‘this is adequate’ will really struggle to provide very best services. Both commissioners and providers need to take responsibility for this, where a compliance first culture may stop many practitioners from taking risks and innovating in their professional practice.Transforming Cultures Organizational culture is a powerful driver of behaviour. A shift towards a culture that prioritizes excellence, collaboration, and innovation is essential for services to succeed. This cultural transformation involves breaking down silos between departments, fostering open communication, and encouraging a mindset that embraces change and experimentation. A unified culture enables practitioners to work cohesively towards a common goal – delivering outstanding services to citizens.Centre for Employability Excellence.Going beyond immediate service delivery it is also important to consider the broader implications for the employability sector and its impact on both society in general and the economy. By establishing a Centre for Employability Excellence (CfEE), the sector not only trains and develops professionals for current roles but also anticipates future needs. This proactive approach ensures that our workforce remains relevant, adaptable, and equipped to handle emerging challenges, technological disruptions, and policy changes.Forward-looking policy, design, and innovation. It is clear that a system-wide approach is not just about addressing the present – it’s about preparing for the future. A culture of quality improvement, a centre for excellence, great people, capable organisations, and collaborative commissioning incorporate the foresight to anticipate policy shifts, design trends, and technological advancements. By doing...]]></itunes:summary><itunes:duration>289</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>trailer</itunes:episodeType></item><item><title>Bridging the digital divide: Empowering education through enhanced connectivity</title><link>https://www.spreaker.com/episode/bridging-the-digital-divide-empowering-education-through-enhanced-connectivity--56683853</link><description><![CDATA[Bridging the digital divide: Empowering education through enhanced connectivityEducation is the cornerstone of societal progress, empowering individuals and communities to thrive in an ever-changing world. However, the digital divide continues to hinder educational opportunities, particularly in rural and underserved areas. Limited connectivity in education in the UK is a critical issue that needs to be addressed.Connectivity issues have had a substantial negative impact on organisations, with  Cradlepoint’s State of Connectivity report  revealing that an hour of downtime for a global business can cost £290,000. On top of this, connectivity problems have resulted in greater operating costs for 47% of businesses, and 33% report losing potential business as a result of connectivity issues.Over half of the respondents (59%) believe that their government has not made sufficient efforts in this regard, emphasising the need for further investment in connectivity projects. Cellular connectivity emerges as a solution, with 89% of respondents already using it as part of their business operations, particularly for network failover during downtimes. Its flexibility, scalability, and ability to be immediately deployed in disaster areas make cellular connectivity a sustainable alternative to cabled networks, especially in rural or remote areas where laying fibre optic cables may not be feasible or cost-effective.The digital divide disproportionately affects students everywhere, but in particular in rural and underserved areas, leaving them without reliable internet access and connectivity. This divide hampers their access to online resources, virtual learning platforms, and collaborative tools that their urban counterparts readily enjoy, perpetuating educational disparities and limited opportunities for equitable learning experiences.CONNECTIVITY’S IMPACT ON EDUCATIONInsufficient connectivity significantly impacts education and prevents students from acquiring the skills necessary for success in a modern economy, as  reported by approximately 82% of participants  . Access to online materials and virtual learning programmes is particularly challenging for remote students.To unlock the full potential of all students, it is crucial to improve connectivity within education. For example, 84% of respondents believe improving free connectivity would bridge the digital divide between poorer and wealthier students. As such, Governments, policymakers, and industry leaders must recognise the importance of investing in reliable connectivity infrastructure to create a future where every learner, regardless of location, can thrive in an interconnected world.Enhanced connectivity opens doors to innovative educational models, such as distance learning and virtual collaboration platforms. Students in remote areas can connect with expert educators and access specialised courses that may not be available locally. Virtual classrooms provide opportunities for interactive learning experiences, transcending geographical boundaries and ensuring that no student is left behind.Connectivity also facilitates professional development opportunities for teachers. Equipping them with the latest teaching methodologies, subject knowledge, and technology integration skills through access to online learning platforms, webinars, and virtual conferences. This continuous professional growth enables teachers to provide a more enriching and adaptive learning experience for their students.EDUCATING ON PRIVATE CELLULAR NETWORKPrivate Cellular Networks (PCN) are one type of connectivity method that can help narrow the gap for students. When compared to Wi-Fi, PCNs provide flexible connectivity over large areas, such as university campuses, with greater network performance and predictable bandwidth prices. In combination with the network slicing capabilities provided by 5G Standalone (SA) networks, IT teams can guarantee that crucial applications are supported regardless of the netwo...]]></description><guid isPermaLink="false">bzMq15zQ</guid><pubDate>Mon, 04 Sep 2023 08:32:17 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56683853/oom2ew4wrl63hgxgbcywkb2ynygf2u7qhegwtc9a.mp3" length="1644288" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/215f5b69-de61-4887-a96f-16b7a69493fb/215f5b69-de61-4887-a96f-16b7a69493fb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/215f5b69-de61-4887-a96f-16b7a69493fb/215f5b69-de61-4887-a96f-16b7a69493fb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/215f5b69-de61-4887-a96f-16b7a69493fb/215f5b69-de61-4887-a96f-16b7a69493fb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Bridging the digital divide: Empowering education through enhanced connectivityEducation is the cornerstone of societal progress, empowering individuals and communities to thrive in an ever-changing world. However, the digital divide continues to...</itunes:subtitle><itunes:summary><![CDATA[Bridging the digital divide: Empowering education through enhanced connectivityEducation is the cornerstone of societal progress, empowering individuals and communities to thrive in an ever-changing world. However, the digital divide continues to hinder educational opportunities, particularly in rural and underserved areas. Limited connectivity in education in the UK is a critical issue that needs to be addressed.Connectivity issues have had a substantial negative impact on organisations, with  Cradlepoint’s State of Connectivity report  revealing that an hour of downtime for a global business can cost £290,000. On top of this, connectivity problems have resulted in greater operating costs for 47% of businesses, and 33% report losing potential business as a result of connectivity issues.Over half of the respondents (59%) believe that their government has not made sufficient efforts in this regard, emphasising the need for further investment in connectivity projects. Cellular connectivity emerges as a solution, with 89% of respondents already using it as part of their business operations, particularly for network failover during downtimes. Its flexibility, scalability, and ability to be immediately deployed in disaster areas make cellular connectivity a sustainable alternative to cabled networks, especially in rural or remote areas where laying fibre optic cables may not be feasible or cost-effective.The digital divide disproportionately affects students everywhere, but in particular in rural and underserved areas, leaving them without reliable internet access and connectivity. This divide hampers their access to online resources, virtual learning platforms, and collaborative tools that their urban counterparts readily enjoy, perpetuating educational disparities and limited opportunities for equitable learning experiences.CONNECTIVITY’S IMPACT ON EDUCATIONInsufficient connectivity significantly impacts education and prevents students from acquiring the skills necessary for success in a modern economy, as  reported by approximately 82% of participants  . Access to online materials and virtual learning programmes is particularly challenging for remote students.To unlock the full potential of all students, it is crucial to improve connectivity within education. For example, 84% of respondents believe improving free connectivity would bridge the digital divide between poorer and wealthier students. As such, Governments, policymakers, and industry leaders must recognise the importance of investing in reliable connectivity infrastructure to create a future where every learner, regardless of location, can thrive in an interconnected world.Enhanced connectivity opens doors to innovative educational models, such as distance learning and virtual collaboration platforms. Students in remote areas can connect with expert educators and access specialised courses that may not be available locally. Virtual classrooms provide opportunities for interactive learning experiences, transcending geographical boundaries and ensuring that no student is left behind.Connectivity also facilitates professional development opportunities for teachers. Equipping them with the latest teaching methodologies, subject knowledge, and technology integration skills through access to online learning platforms, webinars, and virtual conferences. This continuous professional growth enables teachers to provide a more enriching and adaptive learning experience for their students.EDUCATING ON PRIVATE CELLULAR NETWORKPrivate Cellular Networks (PCN) are one type of connectivity method that can help narrow the gap for students. When compared to Wi-Fi, PCNs provide flexible connectivity over large areas, such as university campuses, with greater network performance and predictable bandwidth prices. In combination with the network slicing capabilities provided by 5G Standalone (SA) networks, IT teams can guarantee that crucial applications are supported regardless of the...]]></itunes:summary><itunes:duration>412</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Ann Gravells reflects on the last 20 years in further education</title><link>https://www.spreaker.com/episode/ann-gravells-reflects-on-the-last-20-years-in-further-education--56683852</link><description><![CDATA[Ann Gravells reflects on the last 20 years in further educationAnn Gravells writes about her experiences as a lecturer in further education during the last 20 years, and explains what it was like to work in a college environment.THE PASTWow, time really flies! When I was asked to write this article I began reflecting on how different FE is now, to 2003 when FE News began. It also made me realise just how long I’ve been working in the sector. I started in 1983 when there was no access to computers, social media or the internet. It certainly doesn’t feel that long ago, but the last 20 years seems to have gone a lot quicker than the previous 20 years. Perhaps that’s part of getting older!I DIDN’T PLAN TO BE AN FE TEACHERI didn’t plan to be an FE teacher, I trained as a hotel receptionist; a job I loved. However, a local college asked if I would teach a group of trainee receptionists on a part-time basis, and that became my route into teaching. I then progressed over the years to teach other subjects, and to train staff when the Learning and Development units were introduced. Do you remember the change from exams to competence based learning and assessment? If so, you will remember D32 and D33, the qualifications which assessors of competence based programmes had to achieve. These have changed several times over the years, and are no longer mandatory for assessors in some subject areas.In 2003, Ofsted took on the role of inspections in further education, and my role as the quality systems manager at the college had helped prepare for this. I standardised a quality assurance system for 98 different qualifications. Prior to that, each department (or each member of staff) had used their own system. It wasn’t an easy task, however, it helped to improve the assessment and quality assurance process. Ofsted still inspects the FE sector which can put a lot of pressure on staff. I remember the vast amount of evidence and paperwork which was requested was phenomenal. The inspection process has changed over the years, and continues to change, some of you may think for the better, others for worse.IT WASN’T A REQUIREMENT ‘BACK THEN’ FOR FE TEACHERS TO HOLD A TEACHING QUALIFICATIONIt wasn’t a requirement ‘back then’ for FE teachers to hold a teaching qualification; just to have experience and/or a qualification in the subject they would teach. Apart from a few years around 2007 when it did become mandatory, the same still applies. You might think it a bit odd that teachers in FE don’t need to hold a teaching qualification. However, most teachers have worked in industry, and have amazing skills and knowledge to pass onto learners, they just some guidance as to how do it.I achieved my teaching qualifications whilst working at the college. I found the practical side much more useful than the theory side. I must confess, I struggled with the assignment work, i.e. relating theory to practice, I just wanted to pass my knowledge on in an interesting and interactive way. I soon learnt that there was more to my role than just teaching the subject.I remember one occasion when a 16 year old learner confessed she couldn’t tell the time. She had only ever had a digital watch and there were only digital clocks at home. I spent time with her, drawing pictures of clocks and explaining about the big and little hands. Ten years later I bumped into her in the supermarket. She was with her husband and young son. She threw her arms around me and proudly shouted ‘this is Ann – she taught me to tell the time’. Although a little embarrassing at the time, I had clearly made an impact upon her, and she had never forgotten me or my name. Being a teacher is not just about teaching your subject, it’s about treating each learner as an individual, and supporting them however you can.FE TEACHER TRAINING WAS UNSATISFACTORYOfsted’s report:  The Initial Teacher Training of Further Education Teachers  (2003) declared that FE teacher training was unsatisfactory. This led to new q...]]></description><guid isPermaLink="false">Kx4Zykzb</guid><pubDate>Mon, 04 Sep 2023 08:32:17 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56683852/6b0d90lhtkbyu0ojqhu48lphevs5iy2tj9zqkb4w.mp3" length="2807328" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55f91490-78c7-4cc1-8c42-a11c3bc0f111/55f91490-78c7-4cc1-8c42-a11c3bc0f111.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55f91490-78c7-4cc1-8c42-a11c3bc0f111/55f91490-78c7-4cc1-8c42-a11c3bc0f111.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55f91490-78c7-4cc1-8c42-a11c3bc0f111/55f91490-78c7-4cc1-8c42-a11c3bc0f111.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ann Gravells reflects on the last 20 years in further educationAnn Gravells writes about her experiences as a lecturer in further education during the last 20 years, and explains what it was like to work in a college environment.THE PASTWow, time...</itunes:subtitle><itunes:summary><![CDATA[Ann Gravells reflects on the last 20 years in further educationAnn Gravells writes about her experiences as a lecturer in further education during the last 20 years, and explains what it was like to work in a college environment.THE PASTWow, time really flies! When I was asked to write this article I began reflecting on how different FE is now, to 2003 when FE News began. It also made me realise just how long I’ve been working in the sector. I started in 1983 when there was no access to computers, social media or the internet. It certainly doesn’t feel that long ago, but the last 20 years seems to have gone a lot quicker than the previous 20 years. Perhaps that’s part of getting older!I DIDN’T PLAN TO BE AN FE TEACHERI didn’t plan to be an FE teacher, I trained as a hotel receptionist; a job I loved. However, a local college asked if I would teach a group of trainee receptionists on a part-time basis, and that became my route into teaching. I then progressed over the years to teach other subjects, and to train staff when the Learning and Development units were introduced. Do you remember the change from exams to competence based learning and assessment? If so, you will remember D32 and D33, the qualifications which assessors of competence based programmes had to achieve. These have changed several times over the years, and are no longer mandatory for assessors in some subject areas.In 2003, Ofsted took on the role of inspections in further education, and my role as the quality systems manager at the college had helped prepare for this. I standardised a quality assurance system for 98 different qualifications. Prior to that, each department (or each member of staff) had used their own system. It wasn’t an easy task, however, it helped to improve the assessment and quality assurance process. Ofsted still inspects the FE sector which can put a lot of pressure on staff. I remember the vast amount of evidence and paperwork which was requested was phenomenal. The inspection process has changed over the years, and continues to change, some of you may think for the better, others for worse.IT WASN’T A REQUIREMENT ‘BACK THEN’ FOR FE TEACHERS TO HOLD A TEACHING QUALIFICATIONIt wasn’t a requirement ‘back then’ for FE teachers to hold a teaching qualification; just to have experience and/or a qualification in the subject they would teach. Apart from a few years around 2007 when it did become mandatory, the same still applies. You might think it a bit odd that teachers in FE don’t need to hold a teaching qualification. However, most teachers have worked in industry, and have amazing skills and knowledge to pass onto learners, they just some guidance as to how do it.I achieved my teaching qualifications whilst working at the college. I found the practical side much more useful than the theory side. I must confess, I struggled with the assignment work, i.e. relating theory to practice, I just wanted to pass my knowledge on in an interesting and interactive way. I soon learnt that there was more to my role than just teaching the subject.I remember one occasion when a 16 year old learner confessed she couldn’t tell the time. She had only ever had a digital watch and there were only digital clocks at home. I spent time with her, drawing pictures of clocks and explaining about the big and little hands. Ten years later I bumped into her in the supermarket. She was with her husband and young son. She threw her arms around me and proudly shouted ‘this is Ann – she taught me to tell the time’. Although a little embarrassing at the time, I had clearly made an impact upon her, and she had never forgotten me or my name. Being a teacher is not just about teaching your subject, it’s about treating each learner as an individual, and supporting them however you can.FE TEACHER TRAINING WAS UNSATISFACTORYOfsted’s report:  The Initial Teacher Training of Further Education Teachers  (2003) declared that FE teacher training was unsatisfactory. This led to...]]></itunes:summary><itunes:duration>702</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Governing boards must develop their capability and performance to support and drive institutional performance</title><link>https://www.spreaker.com/episode/governing-boards-must-develop-their-capability-and-performance-to-support-and-drive-institutional-performance--56658441</link><description><![CDATA[Governing boards must develop their capability and performance to support and drive institutional performanceIn this article, Fiona discusses how and why boards must continually be learning and developing at a rate faster than the rate of change in the external environment, to be effective.Further Education and Skills institutions have faced and continue to face considerable challenges. The sector is facing many new risks, opportunities, and challenges, and failure to rise to these challenges may well result in institutions no longer being sustainable.Since boards have the ultimate responsibility for their institutions, such challenges are not only institutional learning challenges, but board learning challenges too. Increased uncertainty and complexity is challenging the status quo of boards, and their effectiveness. For their institutions to survive, boards must continually be learning and developing, and doing so at a rate that is faster than the rate of the changes and challenges in the internal and external environments.Board members have a fiduciary duty to act in the best interests of others and so must keep learning to fulfil their duty. It is in the interests not just of our learners but of our communities and society at large that the boards of Further Education and Skills institutions continue to improve their ability to govern – making sound decisions in support of sustainable institutions.THE STATUS QUOTypically, we observe that boards are predominantly reactive in the way they learn, learning on the ‘job’ which whilst understandable, is sub-optimal. Such learning is less effective than proactive learning, as it cannot match the speed of change necessary to meet the constant risks and opportunities institutions face. There are particular hindrances to board learning that show up repeatedly.  The most commonly observed and stated by board members, are listed below:-  Hubris and ego-  Lack of self-awareness – “I do not need to learn”-  Lack of accountability-  Time constraints-  Poor behaviour, lack of trust, poor relationships-  Lack of clarity of purpose-  Lack of evaluation practicesAs part of my board consultancy work, I often encourage the Board and executive members to have a discussion to set out clearly their expectations of each other, to develop a shared set of values and behaviours. Not only does this save time and increase effectiveness as people no longer have to negotiate these in real time, but it is also a fantastic way to break down personal bias, boundaries, and hubristic behaviours that hamstring boards from learning, hindering their effectiveness.Boards that have developed a learning mindset are not sidelined by challenges, rather they increase their effectiveness, through improved capability. But boards are often lacking such a mindset, usually because board members are time-poor and unwilling to add further to the already significant workload that comes with being a responsible board member.WHAT EFFECTIVE BOARDS DOEffective boards understand that they need to develop some key characteristics to continually strive to be the best they can be, and they recognise that they are never going to be fully formed – there will always be something new to learn or that they can do better at or more of.1  They understand the fundamentals of governance – that there is collective responsibility for the direction and sustainability of the organisation and that it is on behalf of others (they do not act in their own interests), and therefore to remain effective in governing, they have to keep learning.2  They embrace learning and development as a key input to effective decision making, so are deliberate and intentional in their learning.3  They develop a board culture of learning and continuous improvement by having a development plan; a learning item on each agenda; they use the governance professional as a learning co-ordinator; share learning experiences amongst themselves; evaluate at the end of every meetin...]]></description><guid isPermaLink="false">gLABmAxa</guid><pubDate>Fri, 01 Sep 2023 08:34:40 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56658441/qfhppw3cebgra45yqseez5vun3mrlcakpak0rv2m.mp3" length="2439936" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce997a91-45bd-4bc5-8fae-def0438b902c/ce997a91-45bd-4bc5-8fae-def0438b902c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce997a91-45bd-4bc5-8fae-def0438b902c/ce997a91-45bd-4bc5-8fae-def0438b902c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce997a91-45bd-4bc5-8fae-def0438b902c/ce997a91-45bd-4bc5-8fae-def0438b902c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Governing boards must develop their capability and performance to support and drive institutional performanceIn this article, Fiona discusses how and why boards must continually be learning and developing at a rate faster than the rate of change in...</itunes:subtitle><itunes:summary><![CDATA[Governing boards must develop their capability and performance to support and drive institutional performanceIn this article, Fiona discusses how and why boards must continually be learning and developing at a rate faster than the rate of change in the external environment, to be effective.Further Education and Skills institutions have faced and continue to face considerable challenges. The sector is facing many new risks, opportunities, and challenges, and failure to rise to these challenges may well result in institutions no longer being sustainable.Since boards have the ultimate responsibility for their institutions, such challenges are not only institutional learning challenges, but board learning challenges too. Increased uncertainty and complexity is challenging the status quo of boards, and their effectiveness. For their institutions to survive, boards must continually be learning and developing, and doing so at a rate that is faster than the rate of the changes and challenges in the internal and external environments.Board members have a fiduciary duty to act in the best interests of others and so must keep learning to fulfil their duty. It is in the interests not just of our learners but of our communities and society at large that the boards of Further Education and Skills institutions continue to improve their ability to govern – making sound decisions in support of sustainable institutions.THE STATUS QUOTypically, we observe that boards are predominantly reactive in the way they learn, learning on the ‘job’ which whilst understandable, is sub-optimal. Such learning is less effective than proactive learning, as it cannot match the speed of change necessary to meet the constant risks and opportunities institutions face. There are particular hindrances to board learning that show up repeatedly.  The most commonly observed and stated by board members, are listed below:-  Hubris and ego-  Lack of self-awareness – “I do not need to learn”-  Lack of accountability-  Time constraints-  Poor behaviour, lack of trust, poor relationships-  Lack of clarity of purpose-  Lack of evaluation practicesAs part of my board consultancy work, I often encourage the Board and executive members to have a discussion to set out clearly their expectations of each other, to develop a shared set of values and behaviours. Not only does this save time and increase effectiveness as people no longer have to negotiate these in real time, but it is also a fantastic way to break down personal bias, boundaries, and hubristic behaviours that hamstring boards from learning, hindering their effectiveness.Boards that have developed a learning mindset are not sidelined by challenges, rather they increase their effectiveness, through improved capability. But boards are often lacking such a mindset, usually because board members are time-poor and unwilling to add further to the already significant workload that comes with being a responsible board member.WHAT EFFECTIVE BOARDS DOEffective boards understand that they need to develop some key characteristics to continually strive to be the best they can be, and they recognise that they are never going to be fully formed – there will always be something new to learn or that they can do better at or more of.1  They understand the fundamentals of governance – that there is collective responsibility for the direction and sustainability of the organisation and that it is on behalf of others (they do not act in their own interests), and therefore to remain effective in governing, they have to keep learning.2  They embrace learning and development as a key input to effective decision making, so are deliberate and intentional in their learning.3  They develop a board culture of learning and continuous improvement by having a development plan; a learning item on each agenda; they use the governance professional as a learning co-ordinator; share learning experiences amongst themselves; evaluate at the end of every...]]></itunes:summary><itunes:duration>407</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>One Size Does Not Fit All: Elevating Educational Pathways Beyond Degrees</title><link>https://www.spreaker.com/episode/one-size-does-not-fit-all-elevating-educational-pathways-beyond-degrees--56646439</link><description><![CDATA[One Size Does Not Fit All: Elevating Educational Pathways Beyond DegreesHadi Moussa, EMEA Managing Director at Coursera, explores why the fast-evolving labour market demands a shift in the nation’s approach to education to prepare learners for the new economy.From a fast-evolving global skills landscape to a tight UK labour market, the national dialogue concerning how to effectively elevate further education attainment must broaden its focus. Indeed, the nature of today’s ever-changing  job market  demands more focus on alternative educational credentialing, beyond the traditional degree model, to quickly and effectively skill the next generation of workers for the digital economy while mitigating the skills shortages that have been hampering national productivity for over a decade.BEYOND DEGREESAgainst this already-unpropitious backdrop, the seismic labour market shocks likely to be caused by Generative AI loom on the horizon, which alone is  predicted  to catalyse 12 million occupation transitions by 2030. As people leave disappearing or dwindling occupations, the global labour market will need to reweight its focus on skills and competencies. While  a meaningful degree premium  continues to exist for most degree-holders, it’s therefore more imperative than ever that businesses and educational institutions ask themselves: are we equipping our learners with the skills required to succeed in the challenging contemporary labour market?With skills at a premium, skills-first qualifications such as microcredentials, professional certifications, and apprenticeships are emerging and expanding as extremely effective models in skilling learners for today’s in-demand jobs. Crucially, such pathways can be entered irrespective of A-Level attainment, with this expansive approach to skills development proving key in unlocking opportunities for students who have missed their school target grades, and may be more adaptable to different avenues of educational attainment.Stanford University’s ‘AI in Healthcare’ and the University of Michigan’s ‘Python for Everybody’ are two such examples of job-relevant, flexible, accessible skills-first online specialisations. These courses are helping learners prepare for sector-specific roles, offering them tailored learning opportunities, while allowing them to balance their professional and personal commitments alongside their education.What’s more, an increasing number of microcredentials also ‘stack’ into university degrees, meaning that those with these qualifications can either deploy them to launch a career or progress to higher education with a more solid skills base. For example, learners who complete Google’s  IT Support Professional Certificate  can use their qualification to count towards the University of London’s BsC in Computer Science – or to pursue an immediate career in the field. Such stackable qualifications enjoy the type of dual employer/educator recognition that have not been attained by traditional A-Levels.ADAPTING OUR APPRENTICESHIP APPROACHApprenticeships also present a pragmatic, adaptable and cost-effective alternative to conventional three-year degrees. This educational approach provides learners with specialised practical skills, as well as invaluable on-the-job paid experience. By engaging in paid work while learning, apprenticeships are empowering students to earn as they learn, while fostering a direct professional experience, setting them apart from the more theoretical approach often favoured by traditional degrees.However, by pairing online learning with traditional apprenticeships, we can create a more holistic, flexible, and responsive system. This integrated approach can enable us to provide more tailored, sector-specific training – from digital skills to data analysis, marketing, and beyond. This would benefit employers seeking to meet rapidly changing skill needs and apprentices who require greater flexibility due to family or other caring responsibilities.LOOKING A...]]></description><guid isPermaLink="false">MzjV1YzK</guid><pubDate>Thu, 31 Aug 2023 09:33:49 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56646439/vfbbptn56ujhysutolxnc9bjammx1gghgi2rfhp6.mp3" length="1798272" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb869115-7aac-4e22-9d83-4333e320cf98/eb869115-7aac-4e22-9d83-4333e320cf98.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb869115-7aac-4e22-9d83-4333e320cf98/eb869115-7aac-4e22-9d83-4333e320cf98.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/eb869115-7aac-4e22-9d83-4333e320cf98/eb869115-7aac-4e22-9d83-4333e320cf98.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>One Size Does Not Fit All: Elevating Educational Pathways Beyond DegreesHadi Moussa, EMEA Managing Director at Coursera, explores why the fast-evolving labour market demands a shift in the nation’s approach to education to prepare learners for the new...</itunes:subtitle><itunes:summary><![CDATA[One Size Does Not Fit All: Elevating Educational Pathways Beyond DegreesHadi Moussa, EMEA Managing Director at Coursera, explores why the fast-evolving labour market demands a shift in the nation’s approach to education to prepare learners for the new economy.From a fast-evolving global skills landscape to a tight UK labour market, the national dialogue concerning how to effectively elevate further education attainment must broaden its focus. Indeed, the nature of today’s ever-changing  job market  demands more focus on alternative educational credentialing, beyond the traditional degree model, to quickly and effectively skill the next generation of workers for the digital economy while mitigating the skills shortages that have been hampering national productivity for over a decade.BEYOND DEGREESAgainst this already-unpropitious backdrop, the seismic labour market shocks likely to be caused by Generative AI loom on the horizon, which alone is  predicted  to catalyse 12 million occupation transitions by 2030. As people leave disappearing or dwindling occupations, the global labour market will need to reweight its focus on skills and competencies. While  a meaningful degree premium  continues to exist for most degree-holders, it’s therefore more imperative than ever that businesses and educational institutions ask themselves: are we equipping our learners with the skills required to succeed in the challenging contemporary labour market?With skills at a premium, skills-first qualifications such as microcredentials, professional certifications, and apprenticeships are emerging and expanding as extremely effective models in skilling learners for today’s in-demand jobs. Crucially, such pathways can be entered irrespective of A-Level attainment, with this expansive approach to skills development proving key in unlocking opportunities for students who have missed their school target grades, and may be more adaptable to different avenues of educational attainment.Stanford University’s ‘AI in Healthcare’ and the University of Michigan’s ‘Python for Everybody’ are two such examples of job-relevant, flexible, accessible skills-first online specialisations. These courses are helping learners prepare for sector-specific roles, offering them tailored learning opportunities, while allowing them to balance their professional and personal commitments alongside their education.What’s more, an increasing number of microcredentials also ‘stack’ into university degrees, meaning that those with these qualifications can either deploy them to launch a career or progress to higher education with a more solid skills base. For example, learners who complete Google’s  IT Support Professional Certificate  can use their qualification to count towards the University of London’s BsC in Computer Science – or to pursue an immediate career in the field. Such stackable qualifications enjoy the type of dual employer/educator recognition that have not been attained by traditional A-Levels.ADAPTING OUR APPRENTICESHIP APPROACHApprenticeships also present a pragmatic, adaptable and cost-effective alternative to conventional three-year degrees. This educational approach provides learners with specialised practical skills, as well as invaluable on-the-job paid experience. By engaging in paid work while learning, apprenticeships are empowering students to earn as they learn, while fostering a direct professional experience, setting them apart from the more theoretical approach often favoured by traditional degrees.However, by pairing online learning with traditional apprenticeships, we can create a more holistic, flexible, and responsive system. This integrated approach can enable us to provide more tailored, sector-specific training – from digital skills to data analysis, marketing, and beyond. This would benefit employers seeking to meet rapidly changing skill needs and apprentices who require greater flexibility due to family or other caring...]]></itunes:summary><itunes:duration>300</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Ingredients for success: embedding excellence in technical and vocational education</title><link>https://www.spreaker.com/episode/ingredients-for-success-embedding-excellence-in-technical-and-vocational-education--56646438</link><description><![CDATA[Ingredients for success: embedding excellence in technical and vocational educationBen Blackledge, the newly appointed WorldSkills UK Chief Executive, explains how Team UK’s participation at EuroSkills is helping to raise standards in apprenticeships and technical education through the WorldSkills UK Centre of Excellence.The UK is set to make a triumphant return to EuroSkills next week, Europe’s largest skills event. The young apprentices and students from 32 countries that will compete at EuroSkills Gdańsk are the very embodiment of excellence in their skill and that is why we use the EuroSkills competition to benchmark UK skills and identify innovative methods of training and assessment.It is this insight that we are using to drive forward the WorldSkills UK Centre of Excellence, which we launched in partnership with NCFE. It is our ambition that excellence should be available to everyone, wherever they work or study, whatever type of institution they attend, and whatever their level of learning or ability. We know there is much excellent practice taking place across England, Scotland, Wales and Northern Ireland, and we know that our programmes which are proven to secure medal success on the European and international stage can help raise standards even higher through our WorldSkills UK Centre of Excellence programme.INGREDIENTS FOR SUCCESS NEEDED TO EMBED EXCELLENCE ACROSS ALL PARTS OF THE SECTORTo understand the ingredients for success needed to embed excellence across all parts of the sector,  we commissioned the Association of Col  leges to undertake independent research supported by our Centre of Excellence partner NCFE  . The research, although acknowledging the very challenging context in which providers are working, identified four key findings of embedding excellence regardless of circumstance and location.A WHOLE ORGANISATIONAL APPROACHFirstly, a whole organisational approach to excellence is vital. Leaders need to prioritise the embedding of excellence and make sure it is supported within governance and accountability mechanisms. Leaders can also support excellence by making sure there is a culture of sharing best practice with local partners.DEVELOPING TRANSFERABLE EMPLOYABILITY SKILLSSecondly, developing technical skills alone was not seen as sufficient to represent excellence in teaching and learning or assessment. There needs to also be a focus on developing transferable employability skills, such as resilience and emotional intelligence. We know how important these skills are in the workplace, and that is why we dedicate a significant amount of our competition-based -training programmes to helping young people develop these attributes. These resources are available for educators and young people to access for free on the  WorldSkills UK Learning Lab  .CPDThirdly, the research highlighted the important role of purposeful continuous professional development (CPD). When we launched our award-winning WorldSkills UK Centre of Excellence we were determined that it would have a direct impact on the quality of teaching. It was great to see that educators cited this programme as a good example of meaningful CPD because they felt the programme was motivational in its delivery and supported them in achieving measurable improved outcomes in their teaching.ENGAGING EMPLOYERSLastly, engaging employers is a critical factor. Their involvement ensures that the qualifications and curriculum are relevant for learners and that the CPD being delivered to educators matches the needs of industry. Without employer involvement, we cannot ensure that skills delivery programmes are meeting economic demand.THE CONCEPT OF EXCELLENCE IS REGARDED AS SOMETHING THAT CAN BE APPLICABLE TO ALLIt is clear from the research that the concept of excellence is regarded as something that can be applicable to all, regardless of the technical field, level of learning and ability. It is also encouraging to see that the research endorses our collaborativ...]]></description><guid isPermaLink="false">mL6Pkb9A</guid><pubDate>Thu, 31 Aug 2023 09:33:49 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56646438/kegtlld3zk6mxydun6tb4rk0jy54thqqkjcxilfg.mp3" length="2026512" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0149c6db-dbd6-4c8d-a50c-20a6b49074a5/0149c6db-dbd6-4c8d-a50c-20a6b49074a5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0149c6db-dbd6-4c8d-a50c-20a6b49074a5/0149c6db-dbd6-4c8d-a50c-20a6b49074a5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0149c6db-dbd6-4c8d-a50c-20a6b49074a5/0149c6db-dbd6-4c8d-a50c-20a6b49074a5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ingredients for success: embedding excellence in technical and vocational educationBen Blackledge, the newly appointed WorldSkills UK Chief Executive, explains how Team UK’s participation at EuroSkills is helping to raise standards in apprenticeships...</itunes:subtitle><itunes:summary><![CDATA[Ingredients for success: embedding excellence in technical and vocational educationBen Blackledge, the newly appointed WorldSkills UK Chief Executive, explains how Team UK’s participation at EuroSkills is helping to raise standards in apprenticeships and technical education through the WorldSkills UK Centre of Excellence.The UK is set to make a triumphant return to EuroSkills next week, Europe’s largest skills event. The young apprentices and students from 32 countries that will compete at EuroSkills Gdańsk are the very embodiment of excellence in their skill and that is why we use the EuroSkills competition to benchmark UK skills and identify innovative methods of training and assessment.It is this insight that we are using to drive forward the WorldSkills UK Centre of Excellence, which we launched in partnership with NCFE. It is our ambition that excellence should be available to everyone, wherever they work or study, whatever type of institution they attend, and whatever their level of learning or ability. We know there is much excellent practice taking place across England, Scotland, Wales and Northern Ireland, and we know that our programmes which are proven to secure medal success on the European and international stage can help raise standards even higher through our WorldSkills UK Centre of Excellence programme.INGREDIENTS FOR SUCCESS NEEDED TO EMBED EXCELLENCE ACROSS ALL PARTS OF THE SECTORTo understand the ingredients for success needed to embed excellence across all parts of the sector,  we commissioned the Association of Col  leges to undertake independent research supported by our Centre of Excellence partner NCFE  . The research, although acknowledging the very challenging context in which providers are working, identified four key findings of embedding excellence regardless of circumstance and location.A WHOLE ORGANISATIONAL APPROACHFirstly, a whole organisational approach to excellence is vital. Leaders need to prioritise the embedding of excellence and make sure it is supported within governance and accountability mechanisms. Leaders can also support excellence by making sure there is a culture of sharing best practice with local partners.DEVELOPING TRANSFERABLE EMPLOYABILITY SKILLSSecondly, developing technical skills alone was not seen as sufficient to represent excellence in teaching and learning or assessment. There needs to also be a focus on developing transferable employability skills, such as resilience and emotional intelligence. We know how important these skills are in the workplace, and that is why we dedicate a significant amount of our competition-based -training programmes to helping young people develop these attributes. These resources are available for educators and young people to access for free on the  WorldSkills UK Learning Lab  .CPDThirdly, the research highlighted the important role of purposeful continuous professional development (CPD). When we launched our award-winning WorldSkills UK Centre of Excellence we were determined that it would have a direct impact on the quality of teaching. It was great to see that educators cited this programme as a good example of meaningful CPD because they felt the programme was motivational in its delivery and supported them in achieving measurable improved outcomes in their teaching.ENGAGING EMPLOYERSLastly, engaging employers is a critical factor. Their involvement ensures that the qualifications and curriculum are relevant for learners and that the CPD being delivered to educators matches the needs of industry. Without employer involvement, we cannot ensure that skills delivery programmes are meeting economic demand.THE CONCEPT OF EXCELLENCE IS REGARDED AS SOMETHING THAT CAN BE APPLICABLE TO ALLIt is clear from the research that the concept of excellence is regarded as something that can be applicable to all, regardless of the technical field, level of learning and ability. It is also encouraging to see that the research endorses our...]]></itunes:summary><itunes:duration>338</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Upskilling can overcome imposter syndrome as new technologies emerge in the workplace</title><link>https://www.spreaker.com/episode/upskilling-can-overcome-imposter-syndrome-as-new-technologies-emerge-in-the-workplace--56634368</link><description><![CDATA[Upskilling can overcome imposter syndrome as new technologies emerge in the workplaceIn this article, Kelly Hills discusses how Generative AI is sending waves through the technology community. Kelly explains how upskilling can help workers bridge skills gaps and combat imposter syndrome.Generative AI is sending shockwaves through the technology industry – both good and bad. While it has the potential to boost efficiency and take over repetitive administrative tasks, it’s also putting tech workers under pressure to react quickly and build new skills.The pressure heightened by Generative AI is already making some job roles redundant, as tools like ChatGPT produce work ‘indistinguishable’ from human output, and bringing automation to writing, debugging and formatting code.All of this will likely compound imposter syndrome if employees aren’t able to keep up and develop the skills needed to work alongside the tech as businesses embrace it.In fact, we are already seeing employees realise the need to upskill to work with the new technology – Pluralsight’s ChatGPT and Generative AI course has jumped into the top 2% of courses learnt on the entire platform since its release in December 2022.This feeling of needing to quickly embrace new technology or risk your role becoming redundant isn’t new. The pace of change happens very quickly, and many have felt like they were being left behind before the dawn of AI, whether that was learning a new programming language or working on a cloud migration for the first time. Especially as a software engineer, there is huge demand to react to new tech evolutions to level-up, increase efficiency and innovative capability.Honestly, when I started my career as a junior software engineer, I was seriously struggling with imposter syndrome. I always worried that my skills weren’t up to scratch. Although imposter syndrome does still sometimes creep up on me, learning how to gain confidence through upskilling has helped keep those feelings of inadequacy in check.Below are my five key pieces of advice for those who may be feeling similar pressure to work with Generative AI, and how leaning into a continuous learning journey can be empowering.ACCEPT THAT YOU CAN’T BE AN EXPERT IN EVERYTHING, ALL AT ONCENo matter your role, there will always be a lot to learn. Being a good software engineer is about staying on the learning curve. This is what makes the industry so exciting, but equally can be so daunting.For example, there are currently five main cloud computing environments in use, and these are still evolving. Understanding the intricacies of each would require countless hours of learning which is simply not feasible – trying to achieve this will lead to frustration and diminished motivation.Rather than feeling overwhelmed by the enormity, understand that there will always be new concepts, that you can keep expanding your abilities but that it won’t happen instantly. Take breaks to maintain focus and motivation while learning new technical concepts.VIEW SKILL DEVELOPMENT AS A CONTINUOUS LEARNING JOURNEYThe tech skills you learnt just six months ago may be outdated now – clearly evidenced by how quickly Generative AI has come to the fore, and the speed at which it is evolving. Viewing skill development as a continuous process that can be integrated into your daily routine rather than being done once and ‘completed’, is the best way to build momentum and prevent burnout.As well as embracing continuous learning, finding ways to put your skills into daily practice such as through the use of hands-on labs and sandboxes is also important. In fact, nearly  two thirds of technologists  say that these methods are the most effective at preparing them to apply new learning on the job.ADOPT A GROWTH MINDSET AND SEE LEARNING AS AN OPPORTUNITYThe majority of my peers, including myself, love learning and solving problems; that is what we do day in day out as software developers. Upskilling plays into that curiosity. Online...]]></description><guid isPermaLink="false">DLV1K7zb</guid><pubDate>Wed, 30 Aug 2023 08:33:26 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56634368/zmgmdtoxu5fbtzuo9n8wyvvm9uxf8gmkmrueuohe.mp3" length="2215728" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a/6f305114-dbb7-4faf-8ccf-9db93e7bbc6a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Upskilling can overcome imposter syndrome as new technologies emerge in the workplaceIn this article, Kelly Hills discusses how Generative AI is sending waves through the technology community. Kelly explains how upskilling can help workers bridge...</itunes:subtitle><itunes:summary><![CDATA[Upskilling can overcome imposter syndrome as new technologies emerge in the workplaceIn this article, Kelly Hills discusses how Generative AI is sending waves through the technology community. Kelly explains how upskilling can help workers bridge skills gaps and combat imposter syndrome.Generative AI is sending shockwaves through the technology industry – both good and bad. While it has the potential to boost efficiency and take over repetitive administrative tasks, it’s also putting tech workers under pressure to react quickly and build new skills.The pressure heightened by Generative AI is already making some job roles redundant, as tools like ChatGPT produce work ‘indistinguishable’ from human output, and bringing automation to writing, debugging and formatting code.All of this will likely compound imposter syndrome if employees aren’t able to keep up and develop the skills needed to work alongside the tech as businesses embrace it.In fact, we are already seeing employees realise the need to upskill to work with the new technology – Pluralsight’s ChatGPT and Generative AI course has jumped into the top 2% of courses learnt on the entire platform since its release in December 2022.This feeling of needing to quickly embrace new technology or risk your role becoming redundant isn’t new. The pace of change happens very quickly, and many have felt like they were being left behind before the dawn of AI, whether that was learning a new programming language or working on a cloud migration for the first time. Especially as a software engineer, there is huge demand to react to new tech evolutions to level-up, increase efficiency and innovative capability.Honestly, when I started my career as a junior software engineer, I was seriously struggling with imposter syndrome. I always worried that my skills weren’t up to scratch. Although imposter syndrome does still sometimes creep up on me, learning how to gain confidence through upskilling has helped keep those feelings of inadequacy in check.Below are my five key pieces of advice for those who may be feeling similar pressure to work with Generative AI, and how leaning into a continuous learning journey can be empowering.ACCEPT THAT YOU CAN’T BE AN EXPERT IN EVERYTHING, ALL AT ONCENo matter your role, there will always be a lot to learn. Being a good software engineer is about staying on the learning curve. This is what makes the industry so exciting, but equally can be so daunting.For example, there are currently five main cloud computing environments in use, and these are still evolving. Understanding the intricacies of each would require countless hours of learning which is simply not feasible – trying to achieve this will lead to frustration and diminished motivation.Rather than feeling overwhelmed by the enormity, understand that there will always be new concepts, that you can keep expanding your abilities but that it won’t happen instantly. Take breaks to maintain focus and motivation while learning new technical concepts.VIEW SKILL DEVELOPMENT AS A CONTINUOUS LEARNING JOURNEYThe tech skills you learnt just six months ago may be outdated now – clearly evidenced by how quickly Generative AI has come to the fore, and the speed at which it is evolving. Viewing skill development as a continuous process that can be integrated into your daily routine rather than being done once and ‘completed’, is the best way to build momentum and prevent burnout.As well as embracing continuous learning, finding ways to put your skills into daily practice such as through the use of hands-on labs and sandboxes is also important. In fact, nearly  two thirds of technologists  say that these methods are the most effective at preparing them to apply new learning on the job.ADOPT A GROWTH MINDSET AND SEE LEARNING AS AN OPPORTUNITYThe majority of my peers, including myself, love learning and solving problems; that is what we do day in day out as software developers. Upskilling plays into that curiosity....]]></itunes:summary><itunes:duration>370</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Top tips on how to start a career in cyber security</title><link>https://www.spreaker.com/episode/top-tips-on-how-to-start-a-career-in-cyber-security--56623921</link><description><![CDATA[Sarah Gilchriest, Chief People Officer of Workforce Learning, the group encompassing QA, Circus Street and Cloud Academy, explores the benefits of a career in cyber security and the top tips on how start your journey in this industryCyber security has become one of the most important aspects of any business or government organisation. The world is becoming increasingly digital, meaning that more and more sensitive information is kept on devices or in the cloud. Businesses need to protect that data, and that’s where good cyber security comes in. What’s more, Covid-19 and the invasion of Ukraine have put cyber security threats and attacks to the forefront of everyone’s mind. A sudden mass-shift to remote working during the pandemic, and now hybrid working has created gaps that enable bad actors to gain access to that sensitive information.The UK Government’s Cyber Security Braches Survey 2023 found that there were “approximately 2.39 million instances of cyber crime and approximately 49,000 instances of fraud as a result of cyber crime in the last 12 months” across all UK businesses. At the same time there is a gap of 3.4 million cyber security workers worldwide, according to research by the International Information System Security Certification Consortium.So, if you’re interested in a career in cyber security, this is a good time to get in as demand is quite high. But how and where do you start?The good news is that anyone can start a career in cyber security, and develop key skills such as software development, threat detection or incident response. Let’s look at the key reasons to explore a career in this sector.Why start a career in cyber security?It is important to know that while salaries can range significantly from job to job, there is more and more demand for cyber security specialists. According to John McAfee, founder of Future Tense Central and CEO at MGT Capital Investments, “The field of cyber security is the least populated of any field of technology. There are two job openings for every qualified candidate.”Employers are struggling to find enough qualified individuals to fill the demand created by cybercrime. Gary Hayslip, author of the book ‘CISO Desk Reference Guide, A practical guide for CISOs’, says that organisations “are trying to hire a unicorn​ –​ i.e., they need three people but can only hire one. So, they write the job specs with a huge list of ​disparate skill​ ​sets that most security professionals don’t have.” This then leads to a skills gap that can work in the favour of new cyber security graduates, giving them a way into an ever-growing professional field.Job securityAlongside the skill gap, cyber professionals can expect a modicum of job security simply by filling their roles. The demand for their job is so high that you are unlikely to be made redundant.A word of warning, though. Cyber professionals have about a 20% turnover rate in most companies because of burnout caused by trying to compensate for the skills gap. Employers who expect too much from their limited cyber security team will be met with pushback, and with the amount of demand for cyber security professionals, the hiring market is skewed in favour of applicants.Variety of rolesAs you have seen, there are a variety of roles that fall under the cyber security umbrella. With such abundance, the odds of finding a niche that suits your interests are very high. In cyber security, bored is not a word that will be present in your vocabulary.Security professionals also get the chance to work on a huge scope of technologies. This is an attribute that, while not exclusive to cyber security roles, is one of their draw points. Cyber security is used in everything from robotics or car production to website security for both small and large organisations. If there is an online element, cyber security has a foothold there.Since there is such a wide array of applications for cyber security, it follows that there is a wide array of ways to train for...]]></description><guid isPermaLink="false">GzREaa9Q</guid><pubDate>Tue, 29 Aug 2023 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56623921/cq6blptshslyifzu6vl3c2yx2o8afa60wickdcqh.mp3" length="3085920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/309f5c9d-6a19-48c5-b4af-30565a037f0d/309f5c9d-6a19-48c5-b4af-30565a037f0d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/309f5c9d-6a19-48c5-b4af-30565a037f0d/309f5c9d-6a19-48c5-b4af-30565a037f0d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/309f5c9d-6a19-48c5-b4af-30565a037f0d/309f5c9d-6a19-48c5-b4af-30565a037f0d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Sarah Gilchriest, Chief People Officer of Workforce Learning, the group encompassing QA, Circus Street and Cloud Academy, explores the benefits of a career in cyber security and the top tips on how start your journey in this industryCyber security has...</itunes:subtitle><itunes:summary><![CDATA[Sarah Gilchriest, Chief People Officer of Workforce Learning, the group encompassing QA, Circus Street and Cloud Academy, explores the benefits of a career in cyber security and the top tips on how start your journey in this industryCyber security has become one of the most important aspects of any business or government organisation. The world is becoming increasingly digital, meaning that more and more sensitive information is kept on devices or in the cloud. Businesses need to protect that data, and that’s where good cyber security comes in. What’s more, Covid-19 and the invasion of Ukraine have put cyber security threats and attacks to the forefront of everyone’s mind. A sudden mass-shift to remote working during the pandemic, and now hybrid working has created gaps that enable bad actors to gain access to that sensitive information.The UK Government’s Cyber Security Braches Survey 2023 found that there were “approximately 2.39 million instances of cyber crime and approximately 49,000 instances of fraud as a result of cyber crime in the last 12 months” across all UK businesses. At the same time there is a gap of 3.4 million cyber security workers worldwide, according to research by the International Information System Security Certification Consortium.So, if you’re interested in a career in cyber security, this is a good time to get in as demand is quite high. But how and where do you start?The good news is that anyone can start a career in cyber security, and develop key skills such as software development, threat detection or incident response. Let’s look at the key reasons to explore a career in this sector.Why start a career in cyber security?It is important to know that while salaries can range significantly from job to job, there is more and more demand for cyber security specialists. According to John McAfee, founder of Future Tense Central and CEO at MGT Capital Investments, “The field of cyber security is the least populated of any field of technology. There are two job openings for every qualified candidate.”Employers are struggling to find enough qualified individuals to fill the demand created by cybercrime. Gary Hayslip, author of the book ‘CISO Desk Reference Guide, A practical guide for CISOs’, says that organisations “are trying to hire a unicorn​ –​ i.e., they need three people but can only hire one. So, they write the job specs with a huge list of ​disparate skill​ ​sets that most security professionals don’t have.” This then leads to a skills gap that can work in the favour of new cyber security graduates, giving them a way into an ever-growing professional field.Job securityAlongside the skill gap, cyber professionals can expect a modicum of job security simply by filling their roles. The demand for their job is so high that you are unlikely to be made redundant.A word of warning, though. Cyber professionals have about a 20% turnover rate in most companies because of burnout caused by trying to compensate for the skills gap. Employers who expect too much from their limited cyber security team will be met with pushback, and with the amount of demand for cyber security professionals, the hiring market is skewed in favour of applicants.Variety of rolesAs you have seen, there are a variety of roles that fall under the cyber security umbrella. With such abundance, the odds of finding a niche that suits your interests are very high. In cyber security, bored is not a word that will be present in your vocabulary.Security professionals also get the chance to work on a huge scope of technologies. This is an attribute that, while not exclusive to cyber security roles, is one of their draw points. Cyber security is used in everything from robotics or car production to website security for both small and large organisations. If there is an online element, cyber security has a foothold there.Since there is such a wide array of applications for cyber security, it follows that there is a wide array of ways to train...]]></itunes:summary><itunes:duration>515</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>How GCSE and A-level exams are marked – some consequences</title><link>https://www.spreaker.com/episode/how-gcse-and-a-level-exams-are-marked-some-consequences--56623920</link><description><![CDATA[Can perfectly correct marking result in ‘ambiguous’ GCSE, AS and A-level grades? Yes. This is how… And it happens much more often than you might think.A recent piece in TES, How are GCSE and A-level exams marked?, gives a succinct, and accurate, description of how exams are marked and graded. That’s what actually happens. But what actually happens has some important consequences – consequences that are not immediately obvious.Referring to a single question, the article states that “an examiner may award 13, 14, 15 or 16 marks, and all of these marks would be correct”. That is of course true, for everyone reading this knows that “it is possible for two examiners to give different but appropriate marks to the same answer”, to use Ofqual’s own words.The consequencesOne consequence of this is that the script might be given a total mark of, say, 64, 65, 66 or 67, all of which are correct.Suppose that grade B is defined as ‘marks from 63 to 68 inclusive’. In this case, that script is awarded grade B, no matter which mark was given.But if the B/A grade boundary is set at 65/66, then marks of 64 and 65 correspond to grade B, but marks of 66 and 67 to grade A.This creates a most odd situation. Perfectly correct marks result in two different grades, with a single grade – either the A or the B – appearing on the candidate’s certificate. Whichever grade is awarded, the other might have been; either grade is therefore ‘ambiguous’.Is it fair that a candidate’s grade is ‘ambiguous’, an artefact of the lottery of which examiners marked the script?There’s another consequence too.Suppose that the candidate is awarded grade B, correctly, from the correct underlying mark 65. If the school requests a review of marking, that will, correctly, identify no marking errors, and so confirm the original grade B. Even though other examiners would, totally legitimately, have awarded grade A.Ofqual know this, but dismiss it: “It is not fair to allow some students to have a second bite of the cherry by giving them a higher mark on review, when the first mark was perfectly appropriate.”Ofqual’s ResearchYou might wish to think about that, especially in the light of Ofqual’s own research, published in November 2018, Figure 12 of which is reproduced here:Please refer to the original for the details; let me note here that, for each subject, the key feature is the heavy black line in the darker blue box: for example, at about 0.96 for Maths, 0.65 for Geography, 0.56 for History.Breaking down the researchIf you subtract these numbers from 1.00, you get 0.04 for Maths, 0.35 for Geography, 0.44 for History. Those last numbers are important, for they are measures of the frequency of the delivery of ‘ambiguous’ grades in each subject.Accordingly, the grades for about 4 in every 100 Maths scripts are ‘ambiguous’; about 35 in every 100 for Geography; about 44 in every 100 for History. ‘Ambiguous’ grades such that the (single) grade shown on a candidate’s certificate might have been different – perhaps higher, perhaps lower – had different examiners marked those scripts; different grades that cannot be discovered for there have been no marking errors.This summer about one-quarter of all grades awarded are ‘ambiguous’The overall cohort-weighted average across all 14 subjects is about 0.25, implying that, this summer, about one-quarter of all grades awarded – that’s about 1.5 million  –  are ‘ambiguous’. Given that there are only about 1.2 million candidates in England, on average, every candidate in the land has been ‘awarded’ one ‘ambiguous’ grade. But no students know which grades in which subjects. Nor can a challenge or an appeal identify them.ConclusionIs this what Ofqual’s former Chief Regulator was talking about when, in evidence to the Commons Education Select Committee, she acknowledged that grades “are reliable to one grade either way”(Q1059)?Is this what Ofqual’s current Chief Regulator was talking about in her YouTube interview when she says “More than one grade...]]></description><guid isPermaLink="false">yzKqKBxg</guid><pubDate>Tue, 29 Aug 2023 09:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56623920/bc491bdvovmryfclpegsp0wocnsrxuegv2oi2jih.mp3" length="1925280" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1/ebc6ffcb-0714-42a9-ad33-2eb6deb817f1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Can perfectly correct marking result in ‘ambiguous’ GCSE, AS and A-level grades? Yes. This is how… And it happens much more often than you might think.A recent piece in TES, How are GCSE and A-level exams marked?, gives a succinct, and accurate,...</itunes:subtitle><itunes:summary><![CDATA[Can perfectly correct marking result in ‘ambiguous’ GCSE, AS and A-level grades? Yes. This is how… And it happens much more often than you might think.A recent piece in TES, How are GCSE and A-level exams marked?, gives a succinct, and accurate, description of how exams are marked and graded. That’s what actually happens. But what actually happens has some important consequences – consequences that are not immediately obvious.Referring to a single question, the article states that “an examiner may award 13, 14, 15 or 16 marks, and all of these marks would be correct”. That is of course true, for everyone reading this knows that “it is possible for two examiners to give different but appropriate marks to the same answer”, to use Ofqual’s own words.The consequencesOne consequence of this is that the script might be given a total mark of, say, 64, 65, 66 or 67, all of which are correct.Suppose that grade B is defined as ‘marks from 63 to 68 inclusive’. In this case, that script is awarded grade B, no matter which mark was given.But if the B/A grade boundary is set at 65/66, then marks of 64 and 65 correspond to grade B, but marks of 66 and 67 to grade A.This creates a most odd situation. Perfectly correct marks result in two different grades, with a single grade – either the A or the B – appearing on the candidate’s certificate. Whichever grade is awarded, the other might have been; either grade is therefore ‘ambiguous’.Is it fair that a candidate’s grade is ‘ambiguous’, an artefact of the lottery of which examiners marked the script?There’s another consequence too.Suppose that the candidate is awarded grade B, correctly, from the correct underlying mark 65. If the school requests a review of marking, that will, correctly, identify no marking errors, and so confirm the original grade B. Even though other examiners would, totally legitimately, have awarded grade A.Ofqual know this, but dismiss it: “It is not fair to allow some students to have a second bite of the cherry by giving them a higher mark on review, when the first mark was perfectly appropriate.”Ofqual’s ResearchYou might wish to think about that, especially in the light of Ofqual’s own research, published in November 2018, Figure 12 of which is reproduced here:Please refer to the original for the details; let me note here that, for each subject, the key feature is the heavy black line in the darker blue box: for example, at about 0.96 for Maths, 0.65 for Geography, 0.56 for History.Breaking down the researchIf you subtract these numbers from 1.00, you get 0.04 for Maths, 0.35 for Geography, 0.44 for History. Those last numbers are important, for they are measures of the frequency of the delivery of ‘ambiguous’ grades in each subject.Accordingly, the grades for about 4 in every 100 Maths scripts are ‘ambiguous’; about 35 in every 100 for Geography; about 44 in every 100 for History. ‘Ambiguous’ grades such that the (single) grade shown on a candidate’s certificate might have been different – perhaps higher, perhaps lower – had different examiners marked those scripts; different grades that cannot be discovered for there have been no marking errors.This summer about one-quarter of all grades awarded are ‘ambiguous’The overall cohort-weighted average across all 14 subjects is about 0.25, implying that, this summer, about one-quarter of all grades awarded – that’s about 1.5 million  –  are ‘ambiguous’. Given that there are only about 1.2 million candidates in England, on average, every candidate in the land has been ‘awarded’ one ‘ambiguous’ grade. But no students know which grades in which subjects. Nor can a challenge or an appeal identify them.ConclusionIs this what Ofqual’s former Chief Regulator was talking about when, in evidence to the Commons Education Select Committee, she acknowledged that grades “are reliable to one grade either way”(Q1059)?Is this what Ofqual’s current Chief Regulator was talking about in her YouTube interview when she says “More than one...]]></itunes:summary><itunes:duration>321</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Copyright from an educational author’s perspective: Ann Gravells</title><link>https://www.spreaker.com/episode/copyright-from-an-educational-author-s-perspective-ann-gravells--56623627</link><description><![CDATA[This CLA series supports the launch of the Copyright Essentials training guide, which you can access here.The Copyright Licensing Agency has launched an interactive online guide to help college staff understand copyright. In the second article of this series, FE author Ann Gravells shares how she became a creator, and what it means to her to be a published writer who is protected by copyrightHow did you arrive at writing?I consider myself to be an accidental writer, my main role being a teacher in the further education sector. I also worked for an awarding organisation, and whilst producing the content for a new teaching qualification in 2005, I needed to research text books for a reading list. I was surprised that there wasn’t anything suitable, so I thought I’d write one myself.I approached a publisher who, unbeknown to me, had been looking for someone to write a book to support the new qualification. So that’s how my first book ‘Delivering Adult Learning’ became published. It’s since had many reincarnations and new editions over the years, due to the qualification being revised and renamed.What does writing mean for you in a creative sense?I have never considered myself to be a creative person, but to my surprise, I enjoyed the writing experience. I had many years of teaching experience which I drew on for the content, and I explained complex topics in a way that a new teacher could understand. I wrote in the ‘second person’ as though I was talking to the reader. This was something I later found out had not been the traditional way of writing a text book, but it worked.I enjoyed being creative and weaving my teaching experiences into examples for the reader to relate to. I also added short activities for the reader to think about what they would do in a given situation, plus lots of tables and bullet points to break up the text. This was a style I would use for my other books over the years, as it proved successful.I had quite a few trusted colleagues who were happy to read my work, to whom I am eternally grateful. They gave me some valid feedback which helped the books become so successful.How does it feel to have your work published?It feels amazing! I remember being really excited at the prospect of being a published author. When my first book arrived in the post I was thrilled at seeing my name in print. I didn’t appreciate how well the first book would sell and I went on to write, co-write and edit a further 21 text books.It’s a wonderful feeling when I get messages from people who say how much my books have helped them. It’s also great to meet people in person and to hear their stories of how they passed their qualification, or improved their teaching career, as a result. I find this to be a very humbling experience.Can you remember getting your first royalty payments – what did that mean to you?I remember jumping up and down with excitement! As most authors are aware, the royalty is only a very small amount based on the wholesale price, but I didn’t go into writing for the money. I enjoyed the writing process and it was lovely to be rewarded for it. The fact that people had actually bought my book was amazing validation for my work.How does copyright help sustain you as a writer in terms of producing more works?As word spread about how helpful and easy to read the books were, sales increased. I was then asked by the publisher to write books for other educational topics. I of course said yes, as I felt I had a unique style of writing which was helping people. However, it was important that my work was protected, and copyright helps with this.I have since adapted extracts from my books to produce educational resources, which I sell via my website. This enables me to create more material to help new teachers, and further helps to sustain me as a writer.How does copyright protect your work?Copyright prevents others from using my work without my permission.If people access books illegally (e.g. via an unauthorised online...]]></description><guid isPermaLink="false">VxGMmXzW</guid><pubDate>Tue, 29 Aug 2023 07:50:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56623627/9llyisuuxjrnzr0oeztsdoyxs4s89kauobbmpdz2.mp3" length="2738016" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f08ad41d-e543-4f70-8146-500a151a8228/f08ad41d-e543-4f70-8146-500a151a8228.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f08ad41d-e543-4f70-8146-500a151a8228/f08ad41d-e543-4f70-8146-500a151a8228.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f08ad41d-e543-4f70-8146-500a151a8228/f08ad41d-e543-4f70-8146-500a151a8228.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This CLA series supports the launch of the Copyright Essentials training guide, which you can access here.The Copyright Licensing Agency has launched an interactive online guide to help college staff understand copyright. In the second article of this...</itunes:subtitle><itunes:summary><![CDATA[This CLA series supports the launch of the Copyright Essentials training guide, which you can access here.The Copyright Licensing Agency has launched an interactive online guide to help college staff understand copyright. In the second article of this series, FE author Ann Gravells shares how she became a creator, and what it means to her to be a published writer who is protected by copyrightHow did you arrive at writing?I consider myself to be an accidental writer, my main role being a teacher in the further education sector. I also worked for an awarding organisation, and whilst producing the content for a new teaching qualification in 2005, I needed to research text books for a reading list. I was surprised that there wasn’t anything suitable, so I thought I’d write one myself.I approached a publisher who, unbeknown to me, had been looking for someone to write a book to support the new qualification. So that’s how my first book ‘Delivering Adult Learning’ became published. It’s since had many reincarnations and new editions over the years, due to the qualification being revised and renamed.What does writing mean for you in a creative sense?I have never considered myself to be a creative person, but to my surprise, I enjoyed the writing experience. I had many years of teaching experience which I drew on for the content, and I explained complex topics in a way that a new teacher could understand. I wrote in the ‘second person’ as though I was talking to the reader. This was something I later found out had not been the traditional way of writing a text book, but it worked.I enjoyed being creative and weaving my teaching experiences into examples for the reader to relate to. I also added short activities for the reader to think about what they would do in a given situation, plus lots of tables and bullet points to break up the text. This was a style I would use for my other books over the years, as it proved successful.I had quite a few trusted colleagues who were happy to read my work, to whom I am eternally grateful. They gave me some valid feedback which helped the books become so successful.How does it feel to have your work published?It feels amazing! I remember being really excited at the prospect of being a published author. When my first book arrived in the post I was thrilled at seeing my name in print. I didn’t appreciate how well the first book would sell and I went on to write, co-write and edit a further 21 text books.It’s a wonderful feeling when I get messages from people who say how much my books have helped them. It’s also great to meet people in person and to hear their stories of how they passed their qualification, or improved their teaching career, as a result. I find this to be a very humbling experience.Can you remember getting your first royalty payments – what did that mean to you?I remember jumping up and down with excitement! As most authors are aware, the royalty is only a very small amount based on the wholesale price, but I didn’t go into writing for the money. I enjoyed the writing process and it was lovely to be rewarded for it. The fact that people had actually bought my book was amazing validation for my work.How does copyright help sustain you as a writer in terms of producing more works?As word spread about how helpful and easy to read the books were, sales increased. I was then asked by the publisher to write books for other educational topics. I of course said yes, as I felt I had a unique style of writing which was helping people. However, it was important that my work was protected, and copyright helps with this.I have since adapted extracts from my books to produce educational resources, which I sell via my website. This enables me to create more material to help new teachers, and further helps to sustain me as a writer.How does copyright protect your work?Copyright prevents others from using my work without my permission.If people access books illegally (e.g. via an unauthorised...]]></itunes:summary><itunes:duration>457</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Virtual Apprenticeships: How Technology Can Help Facilitate Remote Skill Development</title><link>https://www.spreaker.com/episode/virtual-apprenticeships-how-technology-can-help-facilitate-remote-skill-development--56587409</link><description><![CDATA[Virtual Apprenticeships: How Technology Can Help Facilitate Remote Skill DevelopmentVirtual apprenticeships are changing learning for the better, making it more accessible to everyone. In this article, we look at how technology can facilitate remote skill development and why it’s beneficial.Virtual apprenticeships are changing the way people learn. Whether training up for a new job opportunity, changing career paths, or  joining the world of work  after finishing education, virtual apprenticeships make learning accessible to everyone.In this article, we will be discussing virtual apprenticeships, the benefits, and how technology can facilitate remote skill development in all kinds of careers.WHAT IS A VIRTUAL APPRENTICESHIP?A virtual apprenticeship is exactly what it sounds like; an apprenticeship that can be completed virtually. Virtual apprenticeships are an accessible option for many people as they are fully remote and can be completed alongside work.Every organisation can benefit from introducing technology into their learning and development process. With the increase in technical advancements in recent years resulting from the popularity of remote working, such as  Apple Mac support  for businesses, the way companies deliver their apprenticeship programmes has evolved significantly. This is making it easier and more affordable for people to break into the industry they’re interested in.THE BENEFITS OF VIRTUAL APPRENTICESHIPSThe introduction of virtual apprenticeships has offered up numerous benefits to businesses and their potential employees, such as:MORE DIVERSE AND INCLUSIVE WORK ENVIRONMENTSDiversity and inclusion in the workplace is essential. Everyone looking to work at a company should be given equal opportunity to do so. According to  Great Place to Work,  “Having an inclusive workplace culture will not only help you attract a diverse set of talent but will also help you retain the diverse talent you attracted in the first place.”Virtual apprenticeships allow people of all abilities to have the same learning opportunities. Offering remote skill development in this way removes the cost of travel, the stress of in-person lectures, and the demands of busy office environments. Instead, delivering the material straight to the individual’s inbox, wherever they are. This makes learning and development opportunities more accessible to everyone.OFFERS FLEXIBILITY TO BUDDING EMPLOYEESOne of the biggest attractions of virtual apprenticeships is the flexibility they offer. Because these programmes are delivered virtually, participants don’t need to worry about being somewhere for a certain time. Instead, they can complete the training from anywhere, at a time that suits them.This gives control back to the individual and can also be a huge comfort as individuals can control their environment, from noise levels and lighting to the temperature and distractions, to enjoy an enhanced learning experience. We all  learn better when we’re relaxed  and virtual apprenticeships make this possible.ENHANCES EMPLOYEE CONFIDENCEApprenticeships are a great way for employees to learn and develop their skills while on the job. By undertaking the proper training, employees can feel more confident in their abilities, which in turn helps organisations succeed.“Gaining more knowledge and developing skills is a great way to boost confidence as it gives employees a greater understanding of their responsibilities […] A boost in confidence levels will enhance overall performance as employees will feel more empowered to achieve more and climb higher.” –  IncentiveSmartIMPROVES WORKPLACE HAPPINESS AND EMPLOYEE RETENTIONInvesting in learning and development is the best way to encourage loyalty and improve workplace happiness in new and existing employees. When individuals feel capable in their role and confident in their abilities, they tend to be happier.Employee confidence goes a long way towards improving happiness and retention in the workplace. Hap...]]></description><guid isPermaLink="false">Zxn58YLj</guid><pubDate>Fri, 25 Aug 2023 08:33:47 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56587409/hbv7jjhqcnthkvkxrc8lbrcloehnwt2rofhzxwu1.mp3" length="2573424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0193d2b-54ce-4a0e-b6c7-044572123c2c/e0193d2b-54ce-4a0e-b6c7-044572123c2c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0193d2b-54ce-4a0e-b6c7-044572123c2c/e0193d2b-54ce-4a0e-b6c7-044572123c2c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0193d2b-54ce-4a0e-b6c7-044572123c2c/e0193d2b-54ce-4a0e-b6c7-044572123c2c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Virtual Apprenticeships: How Technology Can Help Facilitate Remote Skill DevelopmentVirtual apprenticeships are changing learning for the better, making it more accessible to everyone. In this article, we look at how technology can facilitate remote...</itunes:subtitle><itunes:summary><![CDATA[Virtual Apprenticeships: How Technology Can Help Facilitate Remote Skill DevelopmentVirtual apprenticeships are changing learning for the better, making it more accessible to everyone. In this article, we look at how technology can facilitate remote skill development and why it’s beneficial.Virtual apprenticeships are changing the way people learn. Whether training up for a new job opportunity, changing career paths, or  joining the world of work  after finishing education, virtual apprenticeships make learning accessible to everyone.In this article, we will be discussing virtual apprenticeships, the benefits, and how technology can facilitate remote skill development in all kinds of careers.WHAT IS A VIRTUAL APPRENTICESHIP?A virtual apprenticeship is exactly what it sounds like; an apprenticeship that can be completed virtually. Virtual apprenticeships are an accessible option for many people as they are fully remote and can be completed alongside work.Every organisation can benefit from introducing technology into their learning and development process. With the increase in technical advancements in recent years resulting from the popularity of remote working, such as  Apple Mac support  for businesses, the way companies deliver their apprenticeship programmes has evolved significantly. This is making it easier and more affordable for people to break into the industry they’re interested in.THE BENEFITS OF VIRTUAL APPRENTICESHIPSThe introduction of virtual apprenticeships has offered up numerous benefits to businesses and their potential employees, such as:MORE DIVERSE AND INCLUSIVE WORK ENVIRONMENTSDiversity and inclusion in the workplace is essential. Everyone looking to work at a company should be given equal opportunity to do so. According to  Great Place to Work,  “Having an inclusive workplace culture will not only help you attract a diverse set of talent but will also help you retain the diverse talent you attracted in the first place.”Virtual apprenticeships allow people of all abilities to have the same learning opportunities. Offering remote skill development in this way removes the cost of travel, the stress of in-person lectures, and the demands of busy office environments. Instead, delivering the material straight to the individual’s inbox, wherever they are. This makes learning and development opportunities more accessible to everyone.OFFERS FLEXIBILITY TO BUDDING EMPLOYEESOne of the biggest attractions of virtual apprenticeships is the flexibility they offer. Because these programmes are delivered virtually, participants don’t need to worry about being somewhere for a certain time. Instead, they can complete the training from anywhere, at a time that suits them.This gives control back to the individual and can also be a huge comfort as individuals can control their environment, from noise levels and lighting to the temperature and distractions, to enjoy an enhanced learning experience. We all  learn better when we’re relaxed  and virtual apprenticeships make this possible.ENHANCES EMPLOYEE CONFIDENCEApprenticeships are a great way for employees to learn and develop their skills while on the job. By undertaking the proper training, employees can feel more confident in their abilities, which in turn helps organisations succeed.“Gaining more knowledge and developing skills is a great way to boost confidence as it gives employees a greater understanding of their responsibilities […] A boost in confidence levels will enhance overall performance as employees will feel more empowered to achieve more and climb higher.” –  IncentiveSmartIMPROVES WORKPLACE HAPPINESS AND EMPLOYEE RETENTIONInvesting in learning and development is the best way to encourage loyalty and improve workplace happiness in new and existing employees. When individuals feel capable in their role and confident in their abilities, they tend to be happier.Employee confidence goes a long way towards improving happiness and retention in the workplace....]]></itunes:summary><itunes:duration>429</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>What happens if we don't reach net zero by 2050?</title><link>https://www.spreaker.com/episode/what-happens-if-we-don-t-reach-net-zero-by-2050--56574839</link><description><![CDATA[What happens if we don't reach net zero by 2050?To enable us to meet net Zero we need to transform the way we build but the UK construction sector is poorly equipped to meet this need. The FE sector working with construction now needs to utilise Apprenticeships to develop the Next Generation Workforce with the capability to make these changes. Whilst sitting on a train thinking how to position this piece I Googled ‘What happens if we don’t reach net zero by 2050?’ Now I know that can be a dangerous thing to do and to be honest I think many of us try to avoid thinking about it so if you don’t want to know the answer then skip the words in italics but if you do then we will be  facing wildfires, droughts, floods, crop failure, famine, mass migration and the worldwide destruction of ecosystems, communities and wildlife.I know, it is genuinely terrifying.I have worked in and around the UK construction sector pretty much since leaving school and as a sector, we have an awful lot of work to do to play our part in the drive towards net zero. The reality is that the built environment generates 40% of annual global CO2 emissions. Of those total emissions, building operations are responsible for 27%, while building and infrastructure materials and construction are responsible for an additional 13%. Putting it simply, we have to change the way we construct all of our buildings if we want to achieve net zero. Even this won’t be enough as it is estimated that 80% of the homes we will use in 2050 have already been built and are generating much of today’s carbon – we, therefore, need to also retrofit those buildings to be carbon friendly, estimated at around 25 million homes.So why am I banging on about this on a site dedicated to Further Education? Well, this is as much a challenge for the Education sector as it is for the Construction sector.CONSTRUCTION SECTOR CHALLENGEWe are all aware that the UK construction sector is not terribly diverse with 85% of the workforce being male and 32% aged over 50. If you look at those actually working on construction sites then the numbers are even less diverse with 98% being male. This makeup of the sector has been relatively unchanged for decades.The second point to note though is that this non-diverse workforce is in relatively short supply. Skills shortages in construction have been a major challenge for some time and there simply aren’t enough skilled construction workers to meet the current required output with the government repeatedly missing its house building targets. Many people reading this will be only too well aware of the challenges of getting good reliable tradesmen to even turn up let alone do some work.Finally, this workforce is poorly equipped to manage change and modernise, according to the recent  Future.Now Digital Skills Gap  report out of all the workplace sectors in the UK construction has the second lowest level of digital capability, second only to agriculture.We have a clear and present need to change the way we construct and use buildings in the UK. Failure to do so has implications that most of us don’t even want to contemplate. In situ to do this we have a non-diverse traditional ageing workforce who all have more than enough work to do and who are making good money doing what they know and understand and are poorly equipped to make the changes needed.Much of the discussion around the construction workforce has been around how the sector needs to do a better job of attracting young people to the sector. This is undoubtedly true currently less than 10% of the workforce are aged under 25 and in the recent  City and Guilds Youth Misspent report  only 6% of young people expressed an interest in working in construction. The  Construction Industry Training Board  has estimated that an extra 225,000 construction workers may be needed by 2027 just to meet current needs but at the moment there are only 26,000 people on construction Apprenticeships and experience suggests that only a...]]></description><guid isPermaLink="false">5L3kylL2</guid><pubDate>Thu, 24 Aug 2023 08:31:44 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56574839/itn1bijcnhv7oyvekyulk0nbh887p2sfhnuxjjmp.mp3" length="3069072" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9044e97a-cfb0-44a5-87fe-239081f361a6/9044e97a-cfb0-44a5-87fe-239081f361a6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9044e97a-cfb0-44a5-87fe-239081f361a6/9044e97a-cfb0-44a5-87fe-239081f361a6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9044e97a-cfb0-44a5-87fe-239081f361a6/9044e97a-cfb0-44a5-87fe-239081f361a6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>What happens if we don't reach net zero by 2050?To enable us to meet net Zero we need to transform the way we build but the UK construction sector is poorly equipped to meet this need. The FE sector working with construction now needs to utilise...</itunes:subtitle><itunes:summary><![CDATA[What happens if we don't reach net zero by 2050?To enable us to meet net Zero we need to transform the way we build but the UK construction sector is poorly equipped to meet this need. The FE sector working with construction now needs to utilise Apprenticeships to develop the Next Generation Workforce with the capability to make these changes. Whilst sitting on a train thinking how to position this piece I Googled ‘What happens if we don’t reach net zero by 2050?’ Now I know that can be a dangerous thing to do and to be honest I think many of us try to avoid thinking about it so if you don’t want to know the answer then skip the words in italics but if you do then we will be  facing wildfires, droughts, floods, crop failure, famine, mass migration and the worldwide destruction of ecosystems, communities and wildlife.I know, it is genuinely terrifying.I have worked in and around the UK construction sector pretty much since leaving school and as a sector, we have an awful lot of work to do to play our part in the drive towards net zero. The reality is that the built environment generates 40% of annual global CO2 emissions. Of those total emissions, building operations are responsible for 27%, while building and infrastructure materials and construction are responsible for an additional 13%. Putting it simply, we have to change the way we construct all of our buildings if we want to achieve net zero. Even this won’t be enough as it is estimated that 80% of the homes we will use in 2050 have already been built and are generating much of today’s carbon – we, therefore, need to also retrofit those buildings to be carbon friendly, estimated at around 25 million homes.So why am I banging on about this on a site dedicated to Further Education? Well, this is as much a challenge for the Education sector as it is for the Construction sector.CONSTRUCTION SECTOR CHALLENGEWe are all aware that the UK construction sector is not terribly diverse with 85% of the workforce being male and 32% aged over 50. If you look at those actually working on construction sites then the numbers are even less diverse with 98% being male. This makeup of the sector has been relatively unchanged for decades.The second point to note though is that this non-diverse workforce is in relatively short supply. Skills shortages in construction have been a major challenge for some time and there simply aren’t enough skilled construction workers to meet the current required output with the government repeatedly missing its house building targets. Many people reading this will be only too well aware of the challenges of getting good reliable tradesmen to even turn up let alone do some work.Finally, this workforce is poorly equipped to manage change and modernise, according to the recent  Future.Now Digital Skills Gap  report out of all the workplace sectors in the UK construction has the second lowest level of digital capability, second only to agriculture.We have a clear and present need to change the way we construct and use buildings in the UK. Failure to do so has implications that most of us don’t even want to contemplate. In situ to do this we have a non-diverse traditional ageing workforce who all have more than enough work to do and who are making good money doing what they know and understand and are poorly equipped to make the changes needed.Much of the discussion around the construction workforce has been around how the sector needs to do a better job of attracting young people to the sector. This is undoubtedly true currently less than 10% of the workforce are aged under 25 and in the recent  City and Guilds Youth Misspent report  only 6% of young people expressed an interest in working in construction. The  Construction Industry Training Board  has estimated that an extra 225,000 construction workers may be needed by 2027 just to meet current needs but at the moment there are only 26,000 people on construction Apprenticeships and experience suggests that...]]></itunes:summary><itunes:duration>512</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI in Education and the Journey Ahead</title><link>https://www.spreaker.com/episode/ai-in-education-and-the-journey-ahead--56565204</link><description><![CDATA[AI in Education and the Journey AheadAs the DfE’s call for evidence in relation to generative AI draws to a close, Patrick Giles considers the opportunities and concerns with technology in the education sector. With an emphasis on collaboration and responsible use, it looks at how AI can create a safe and transformative educational experience.In an era where technology has become an integral part of our lives, we – the education sector – find ourselves at an interesting crossroads, one that’s defined by the potential of Artificial Intelligence (AI). The Department for Education has already provided  some considerations  to inform the discussion about AI in education. This is being bolstered by their  call for evidence  currently seeking the views of various voices in the sector to help shape the use of AI in education – the outcome of which we await excitedly. While generative AI isn’t a new concept, recent breakthroughs and public accessibility to this technology have opened doors for the general public to harness the capabilities of AI-generated content. This offers both opportunities and challenges that the education sector must navigate.OPPORTUNITIES WITH AI INTEGRATIONOne of the more promising opportunities afforded by AI integration, not just in education but in all its facets, is its potential to alleviate workload burden. With the judicious use of technology, including generative AI, people can find themselves liberated from administrative tasks, enabling them to focus their energies on innovation and delivering exceptional experiences. For Tutors this means more time for one-on-one interactions, fostering personalised learning journeys that are truly transformative. For Assessment Developers this means more time to consider alternative and innovative ways to assess and differentiate learner attainment.CHALLENGES WITH AI INTEGRATIONYet, as with any technological leap, there are nuanced challenges that demand careful consideration. The education community must reckon with the emergence of AI-driven malpractice. As AI can seamlessly create content, safeguarding against potential misuse is critical to its adoption. Schools, colleges, universities, and awarding organisations need to proactively cultivate a culture of responsible use. We must work together to create rigorous mechanisms to prevent malpractice and be proactive to ensure academic integrity.NEW VULNERABILITIESFurthermore, the introduction of AI presents an array of new vulnerabilities, making the protection of sensitive data, resources, staff, and Learners a priority. The excitement and allure of AI-generated content should not overshadow the importance of safeguarding personal and sensitive information. As prudent institutions within education, we should exercise caution and consider the data that is input into generative AI tools.The rise of AI also calls for a heightened focus on cybersecurity. The increased sophistication of attacks facilitated by generative AI necessitates a comprehensive review and enhancement of cyber defences. As educational institutions, we must not only protect data but also ensure that Learners are shielded from harmful content produced by AI.LESSONS TO BE LEARNEDThere are lessons to be learned from the introduction of technology in education in the past. The pace at which we embrace, understand and standardise the use of generative technology should match that of the market that produces these tools. As impossible a task as this may seem, only by engaging and showing the willingness to learn that we expect of our Learners, can we ensure that technology is responsibly utilised to its maximum potential.As we stand at the junction of education and AI, the path ahead is one of collaboration and collective wisdom. The education sector’s evolution is and always has been intertwined with technological progress, it presents an exciting opportunity to pioneer innovative methods of assessment and learning. The synergy between AI and education...]]></description><guid isPermaLink="false">ALOme89v</guid><pubDate>Wed, 23 Aug 2023 08:32:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56565204/cjhoftrwt4rcbjmyrbv4ilnx3sxstpnokpop96gm.mp3" length="1797696" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI in Education and the Journey AheadAs the DfE’s call for evidence in relation to generative AI draws to a close, Patrick Giles considers the opportunities and concerns with technology in the education sector. With an emphasis on collaboration and...</itunes:subtitle><itunes:summary><![CDATA[AI in Education and the Journey AheadAs the DfE’s call for evidence in relation to generative AI draws to a close, Patrick Giles considers the opportunities and concerns with technology in the education sector. With an emphasis on collaboration and responsible use, it looks at how AI can create a safe and transformative educational experience.In an era where technology has become an integral part of our lives, we – the education sector – find ourselves at an interesting crossroads, one that’s defined by the potential of Artificial Intelligence (AI). The Department for Education has already provided  some considerations  to inform the discussion about AI in education. This is being bolstered by their  call for evidence  currently seeking the views of various voices in the sector to help shape the use of AI in education – the outcome of which we await excitedly. While generative AI isn’t a new concept, recent breakthroughs and public accessibility to this technology have opened doors for the general public to harness the capabilities of AI-generated content. This offers both opportunities and challenges that the education sector must navigate.OPPORTUNITIES WITH AI INTEGRATIONOne of the more promising opportunities afforded by AI integration, not just in education but in all its facets, is its potential to alleviate workload burden. With the judicious use of technology, including generative AI, people can find themselves liberated from administrative tasks, enabling them to focus their energies on innovation and delivering exceptional experiences. For Tutors this means more time for one-on-one interactions, fostering personalised learning journeys that are truly transformative. For Assessment Developers this means more time to consider alternative and innovative ways to assess and differentiate learner attainment.CHALLENGES WITH AI INTEGRATIONYet, as with any technological leap, there are nuanced challenges that demand careful consideration. The education community must reckon with the emergence of AI-driven malpractice. As AI can seamlessly create content, safeguarding against potential misuse is critical to its adoption. Schools, colleges, universities, and awarding organisations need to proactively cultivate a culture of responsible use. We must work together to create rigorous mechanisms to prevent malpractice and be proactive to ensure academic integrity.NEW VULNERABILITIESFurthermore, the introduction of AI presents an array of new vulnerabilities, making the protection of sensitive data, resources, staff, and Learners a priority. The excitement and allure of AI-generated content should not overshadow the importance of safeguarding personal and sensitive information. As prudent institutions within education, we should exercise caution and consider the data that is input into generative AI tools.The rise of AI also calls for a heightened focus on cybersecurity. The increased sophistication of attacks facilitated by generative AI necessitates a comprehensive review and enhancement of cyber defences. As educational institutions, we must not only protect data but also ensure that Learners are shielded from harmful content produced by AI.LESSONS TO BE LEARNEDThere are lessons to be learned from the introduction of technology in education in the past. The pace at which we embrace, understand and standardise the use of generative technology should match that of the market that produces these tools. As impossible a task as this may seem, only by engaging and showing the willingness to learn that we expect of our Learners, can we ensure that technology is responsibly utilised to its maximum potential.As we stand at the junction of education and AI, the path ahead is one of collaboration and collective wisdom. The education sector’s evolution is and always has been intertwined with technological progress, it presents an exciting opportunity to pioneer innovative methods of assessment and learning. The synergy between AI and...]]></itunes:summary><itunes:duration>300</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Revolutionising Employment Opportunities for Neurodivergent Talent Post-Education</title><link>https://www.spreaker.com/episode/revolutionising-employment-opportunities-for-neurodivergent-talent-post-education--56565193</link><description><![CDATA[Revolutionising Employment Opportunities for Neurodivergent Talent Post-EducationThis article highlights hiring challenges for neurodivergent candidates. Traditional methods exclude them, while inclusive practices like game-based assessments and AI implementation can promote diversity and equity in hiring.The hiring process is never quite smooth sailing, it is challenging to find the right talent for the right roles and even harder to sift through all of the applications. It is especially important to recognise that the current systems in place for the hiring process often fall short in accommodating the unique needs and strengths of neurodivergent candidates.  According to a recent report  , the autism community is an “extraordinary talent pool” which remains virtually untapped.” 85% of University graduates with autism are under-employed or unemployed, while 79% of autistic adults have only part-time employment.RETHINKING HIRING PRACTICES FOR INCLUSIVITY AND SUCCESSUnfortunately, the reliance on conformity, traditional interview formats, and rigid assessment methods can unintentionally exclude or disadvantage neurodiverse individuals. Recognising the importance of fostering inclusivity and diversity, employers have the opportunity to implement hiring practices that are more suitable. By doing so, they can break into a rich pool of untapped talent, harness the benefits of diverse thinking, and create an inclusive work environment that values and supports the success of all within it.Firstly, traditional interview formats, typically in-person, tend to heavily rely on social and communication skills, which may pose challenges for individuals with neurodiverse traits such as autism and ADHD. Furthermore, the reliance on CVs, cover letters, and interviews may inadvertently create biases and favour candidates who are skilled in traditional ways. This can result in the underrepresentation of neurodivergent individuals who may have the required skills and qualifications but struggle to effectively convey them through traditional interview methods. These candidates may struggle with nonverbal cues, small talk, or processing information in real-time, making it difficult for them to effectively showcase their abilities during the process. Additionally, many neurodivergent individuals may find it difficult to perform to their true potential in high-pressure interview settings. The stress and sensory overload can negatively impact their performance, hindering their ability to effectively demonstrate their skills and qualifications.Moreover, current hiring practices often place significant emphasis on conformity and fitting into established norms. Neurodivergent individuals may have unique perspectives, thinking styles, and approaches to problem-solving that diverge from the typical mould. However, these distinctive traits and strengths may not be adequately recognised or valued in traditional hiring processes, leading to a lack of inclusivity and missing out on the diverse pool of talent that neurodiverse candidates can bring to the workplace.Businesses can make themselves attractive to neurodivergent candidates by implementing certain strategies and creating an inclusive work environment. They should look to revise their recruitment and hiring practices to focus on skills and abilities rather than solely relying on a CV. This includes using alternative interview formats such as game-based assessments and providing clear and transparent job descriptions. Rethinking and adapting these practices to be more inclusive, accommodating, and focused on assessing relevant skills and abilities can help create a more accessible hiring process.Employers who want to attract neurodiverse candidates during the assessment stage can use game-based assessments. These assessments are pre-hire assessments intentionally built as games and are designed to meet the specific needs of neurodiverse candidates.  Recent psychological research supports the effectiven...]]></description><guid isPermaLink="false">Y9B3Eozl</guid><pubDate>Wed, 23 Aug 2023 08:32:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56565193/ftoaw4byguogp0a3bpbgjfvc0hodmizkfznvebzk.mp3" length="2895984" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b0759c0-f206-4739-9561-f0d9ab4cd223/8b0759c0-f206-4739-9561-f0d9ab4cd223.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b0759c0-f206-4739-9561-f0d9ab4cd223/8b0759c0-f206-4739-9561-f0d9ab4cd223.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8b0759c0-f206-4739-9561-f0d9ab4cd223/8b0759c0-f206-4739-9561-f0d9ab4cd223.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Revolutionising Employment Opportunities for Neurodivergent Talent Post-EducationThis article highlights hiring challenges for neurodivergent candidates. Traditional methods exclude them, while inclusive practices like game-based assessments and AI...</itunes:subtitle><itunes:summary><![CDATA[Revolutionising Employment Opportunities for Neurodivergent Talent Post-EducationThis article highlights hiring challenges for neurodivergent candidates. Traditional methods exclude them, while inclusive practices like game-based assessments and AI implementation can promote diversity and equity in hiring.The hiring process is never quite smooth sailing, it is challenging to find the right talent for the right roles and even harder to sift through all of the applications. It is especially important to recognise that the current systems in place for the hiring process often fall short in accommodating the unique needs and strengths of neurodivergent candidates.  According to a recent report  , the autism community is an “extraordinary talent pool” which remains virtually untapped.” 85% of University graduates with autism are under-employed or unemployed, while 79% of autistic adults have only part-time employment.RETHINKING HIRING PRACTICES FOR INCLUSIVITY AND SUCCESSUnfortunately, the reliance on conformity, traditional interview formats, and rigid assessment methods can unintentionally exclude or disadvantage neurodiverse individuals. Recognising the importance of fostering inclusivity and diversity, employers have the opportunity to implement hiring practices that are more suitable. By doing so, they can break into a rich pool of untapped talent, harness the benefits of diverse thinking, and create an inclusive work environment that values and supports the success of all within it.Firstly, traditional interview formats, typically in-person, tend to heavily rely on social and communication skills, which may pose challenges for individuals with neurodiverse traits such as autism and ADHD. Furthermore, the reliance on CVs, cover letters, and interviews may inadvertently create biases and favour candidates who are skilled in traditional ways. This can result in the underrepresentation of neurodivergent individuals who may have the required skills and qualifications but struggle to effectively convey them through traditional interview methods. These candidates may struggle with nonverbal cues, small talk, or processing information in real-time, making it difficult for them to effectively showcase their abilities during the process. Additionally, many neurodivergent individuals may find it difficult to perform to their true potential in high-pressure interview settings. The stress and sensory overload can negatively impact their performance, hindering their ability to effectively demonstrate their skills and qualifications.Moreover, current hiring practices often place significant emphasis on conformity and fitting into established norms. Neurodivergent individuals may have unique perspectives, thinking styles, and approaches to problem-solving that diverge from the typical mould. However, these distinctive traits and strengths may not be adequately recognised or valued in traditional hiring processes, leading to a lack of inclusivity and missing out on the diverse pool of talent that neurodiverse candidates can bring to the workplace.Businesses can make themselves attractive to neurodivergent candidates by implementing certain strategies and creating an inclusive work environment. They should look to revise their recruitment and hiring practices to focus on skills and abilities rather than solely relying on a CV. This includes using alternative interview formats such as game-based assessments and providing clear and transparent job descriptions. Rethinking and adapting these practices to be more inclusive, accommodating, and focused on assessing relevant skills and abilities can help create a more accessible hiring process.Employers who want to attract neurodiverse candidates during the assessment stage can use game-based assessments. These assessments are pre-hire assessments intentionally built as games and are designed to meet the specific needs of neurodiverse candidates.  Recent psychological research supports the...]]></itunes:summary><itunes:duration>483</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Embracing AI in higher education</title><link>https://www.spreaker.com/episode/embracing-ai-in-higher-education--56552823</link><description><![CDATA[In this article, the author discusses the ramifications of artificial intelligence technology on the higher education sector, including the challenges, opportunities and urges the sector to embrace it.Despite many of us being used to saying ‘Hey Siri’ or asking ‘Alexa?,’ the emergence of very useful and powerful artificial intelligence applications has taken many by surprise. Indeed, when ChatGPT launched in November 2022, it caused something of a fierce debate. Noam Chomsky declared in the New York Times that Chat GPT was full of “false promise”, sparking a public debate about its role in public and private life.Whatever the debate, for many of us its generative abilities felt and continue to feel a bit too close to the Sci-Fi tropes of ‘robots taking over the world’ for comfort. While its capabilities can be daunting, no sector can afford to shy away from exploring AI. This is especially true for higher education: students are already dabbling with it, using the technology to contribute to or even produce coursework.As a sector, it is crucial we are at the forefront of this technological transformation to ensure we embrace the opportunities AI will bring, whilst also addressing its challenges head on.How do you win the AI race?For AI to have a positive impact on the services provided by educational groups and the student experience, organisations need to understand the technology at the deepest level possible. Belated, circular trainings and discussions about the implications of AI are not enough. Organisations must engage highly skilled and experienced individuals who are able to understand developments as they are happening, rather than after the fact.Interacting meaningfully with experts in the field will also go a long way in the development of necessary ethical frameworks. Universities have exhibited concerns that the introduction of the newly advanced technology will have a negative impact on their reputation and stymie compliance procedures. To mitigate these concerns, partner organisations must prove that they can adopt the technology in a safe and sustainable manner. Given the trust placed upon them by higher education institutions, partner companies such as Oxford International are uniquely positioned to catalyse the introduction of AI at universities.The challenges:The seismic shift caused by the introduction of such ‘new’ AI is comparable to the launch of the Internet. These advancements will change our world irreversibly and, like the dawn of the Internet – organisations and individuals can either embrace the change and work with it, or risk fading into irrelevance. Both the introduction of the World Wide Web and generative AI come with a similar number of challenges around regulation and safety and, generally, young people continue to be much more in-tune with new technology than their parents, guardians and teachers.For the higher education sector, plagiarism remains a core concern – from worries about academic integrity, to reports of university students being falsely accused of using ChatGPT for coursework.The industry remains divided on best practices regarding this. However, the absence of a universally agreed approach opens the door for increased collaboration and innovation across the higher education sector and beyond. For example, OEIG recently rebuilt our English Language Level Test (ELLT) platform to incorporate a more robust defence against AI generated content and plagiarism. To do so, OIEG partnered with CopyLeaks, incorporating their technology to flag content that students may have obtained through a generative AI platform. The new ELLT also utilises AI to monitor eye or head movements associated with cheating, a system known as ‘proctoring’. AI actually provides opportunities for far more sophisticated plagiarism monitoring than was previously available.The opportunities:Most commonly, the use-case for AI in the higher education sector is associated with streamlining administrative processes, s...]]></description><guid isPermaLink="false">BLwp35x1</guid><pubDate>Tue, 22 Aug 2023 07:48:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56552823/1h1r8njk4ddrfkdgwyx6spsctdrl8ovrautiabh7.mp3" length="2414304" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f21ac820-4b01-4d4b-a80f-23cbaaec7310/f21ac820-4b01-4d4b-a80f-23cbaaec7310.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f21ac820-4b01-4d4b-a80f-23cbaaec7310/f21ac820-4b01-4d4b-a80f-23cbaaec7310.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f21ac820-4b01-4d4b-a80f-23cbaaec7310/f21ac820-4b01-4d4b-a80f-23cbaaec7310.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, the author discusses the ramifications of artificial intelligence technology on the higher education sector, including the challenges, opportunities and urges the sector to embrace it.Despite many of us being used to saying ‘Hey Siri’...</itunes:subtitle><itunes:summary><![CDATA[In this article, the author discusses the ramifications of artificial intelligence technology on the higher education sector, including the challenges, opportunities and urges the sector to embrace it.Despite many of us being used to saying ‘Hey Siri’ or asking ‘Alexa?,’ the emergence of very useful and powerful artificial intelligence applications has taken many by surprise. Indeed, when ChatGPT launched in November 2022, it caused something of a fierce debate. Noam Chomsky declared in the New York Times that Chat GPT was full of “false promise”, sparking a public debate about its role in public and private life.Whatever the debate, for many of us its generative abilities felt and continue to feel a bit too close to the Sci-Fi tropes of ‘robots taking over the world’ for comfort. While its capabilities can be daunting, no sector can afford to shy away from exploring AI. This is especially true for higher education: students are already dabbling with it, using the technology to contribute to or even produce coursework.As a sector, it is crucial we are at the forefront of this technological transformation to ensure we embrace the opportunities AI will bring, whilst also addressing its challenges head on.How do you win the AI race?For AI to have a positive impact on the services provided by educational groups and the student experience, organisations need to understand the technology at the deepest level possible. Belated, circular trainings and discussions about the implications of AI are not enough. Organisations must engage highly skilled and experienced individuals who are able to understand developments as they are happening, rather than after the fact.Interacting meaningfully with experts in the field will also go a long way in the development of necessary ethical frameworks. Universities have exhibited concerns that the introduction of the newly advanced technology will have a negative impact on their reputation and stymie compliance procedures. To mitigate these concerns, partner organisations must prove that they can adopt the technology in a safe and sustainable manner. Given the trust placed upon them by higher education institutions, partner companies such as Oxford International are uniquely positioned to catalyse the introduction of AI at universities.The challenges:The seismic shift caused by the introduction of such ‘new’ AI is comparable to the launch of the Internet. These advancements will change our world irreversibly and, like the dawn of the Internet – organisations and individuals can either embrace the change and work with it, or risk fading into irrelevance. Both the introduction of the World Wide Web and generative AI come with a similar number of challenges around regulation and safety and, generally, young people continue to be much more in-tune with new technology than their parents, guardians and teachers.For the higher education sector, plagiarism remains a core concern – from worries about academic integrity, to reports of university students being falsely accused of using ChatGPT for coursework.The industry remains divided on best practices regarding this. However, the absence of a universally agreed approach opens the door for increased collaboration and innovation across the higher education sector and beyond. For example, OEIG recently rebuilt our English Language Level Test (ELLT) platform to incorporate a more robust defence against AI generated content and plagiarism. To do so, OIEG partnered with CopyLeaks, incorporating their technology to flag content that students may have obtained through a generative AI platform. The new ELLT also utilises AI to monitor eye or head movements associated with cheating, a system known as ‘proctoring’. AI actually provides opportunities for far more sophisticated plagiarism monitoring than was previously available.The opportunities:Most commonly, the use-case for AI in the higher education sector is associated with streamlining administrative...]]></itunes:summary><itunes:duration>403</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Is The Rise And Rise Of Homeschooling Explained By Failing Schools?</title><link>https://www.spreaker.com/episode/is-the-rise-and-rise-of-homeschooling-explained-by-failing-schools--56540321</link><description><![CDATA[Welcome to the second and final article in our mini-series on homeschooling. In the first article we explored the pull of wanting to study at home; customised self-directed education with varying degrees of parental or external support. Advances in technology have been the big enabler with people having access to a wide range of materials anywhere in the world. In this second article, we note a number of issues surrounding the limitations of the education system which seem responsible for people considering alternative provisions like being schooled at home.Tech Advances Have Changed The GameIn the first article we talked about the impact developments in technology have had in facilitating teaching and learning outside of the traditional school classroom; in terms of myriad innovative methods and materials on the internet. The websites and apps frequently use gamification to enable the children to have fun whilst problem-solving and learning. And as far as socialising, again this can be done remotely through live video chat options, such as Skype.One of the key benefits for self-directed home learners is that being cognisant of and capable with the latest technology enables them to prosper in the increasingly tech-enabled world, probably more than their peers at school. Home ed students can now access quality education at low cost with a high degree of flexibility and learners can set the pace of their learning rather than adhere to the lowest common denominator in class. As well as supporting students’ learning, technology helps the student prepare for the future in terms of lifelong further education, employability and remote living, because homeschooled children have to be more comfortable with self-management of technology.Kloodle is one such solution which fits perfectly into this scenario. The reflective learning around skills and character which Kloodle promotes, in turn, enables a greater understanding of what it means to be a ‘human’ and blossom in a tech-infused, AI-pervasive world.‘Push’ Factors: The Reasons For Leaving SchoolThere are numerous reasons why parents opt for home education and why they want to remove their children from the school system. The list includes: avoiding bullying, exam pressure, stress, special educational needs, not getting into a school of choice, moral or religious preferences, or the school environment.Historically, the decision to homeschool was heavily influenced by religious or moral persuasion. The rapid growth of homeschooling in the US was fuelled by the growth of the conservative evangelical movement; parents wanted to bring their children up with the belief and values systems rather than the secular education. As the chart below shows, religious and moral separation are still factors, however, in a major survey in the US, two of the main reasons parents selected for homeschooling were dissatisfaction and concerns about school life, both socially and academically.Let’s Face It, Schools Are FailingFor parents, it is becoming clear that schools can’t offer the range of support they once did, and this failing explains the rise in families wanting to follow the home education path. There have been reams of press coverage on the cuts in education budgets which have transformed the educational landscape, and the ‘culture of fear’ and ‘sweeping judgements’ surrounding ‘data-driven’ Ofsted inspections; these factors have affected learning, inhibited teachers and decimated extra-curricular activities. The Academies Act 2010 has resulted in the spawning of over 10,000 academies nationwide, designed to operate as businesses and keep teachers’ pay in check. Class sizes have increased significantly over this period as, conversely, pastoral care and student welfare have been radically reduced, according to Unison, to the detriment of pupils’ education and performance. The reality is that beleaguered teachers feel like they are overstretched and are leaving the profession in droves, to flee the...]]></description><guid isPermaLink="false">MzjVdYzK</guid><pubDate>Mon, 21 Aug 2023 07:35:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56540321/olfezbgdgtqwpn2cuauihd8yitk9ko5hos8asiwf.mp3" length="2130768" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bda372d1-2425-41ec-8020-2027bf377bf9/bda372d1-2425-41ec-8020-2027bf377bf9.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bda372d1-2425-41ec-8020-2027bf377bf9/bda372d1-2425-41ec-8020-2027bf377bf9.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bda372d1-2425-41ec-8020-2027bf377bf9/bda372d1-2425-41ec-8020-2027bf377bf9.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Welcome to the second and final article in our mini-series on homeschooling. In the first article we explored the pull of wanting to study at home; customised self-directed education with varying degrees of parental or external support. Advances in...</itunes:subtitle><itunes:summary><![CDATA[Welcome to the second and final article in our mini-series on homeschooling. In the first article we explored the pull of wanting to study at home; customised self-directed education with varying degrees of parental or external support. Advances in technology have been the big enabler with people having access to a wide range of materials anywhere in the world. In this second article, we note a number of issues surrounding the limitations of the education system which seem responsible for people considering alternative provisions like being schooled at home.Tech Advances Have Changed The GameIn the first article we talked about the impact developments in technology have had in facilitating teaching and learning outside of the traditional school classroom; in terms of myriad innovative methods and materials on the internet. The websites and apps frequently use gamification to enable the children to have fun whilst problem-solving and learning. And as far as socialising, again this can be done remotely through live video chat options, such as Skype.One of the key benefits for self-directed home learners is that being cognisant of and capable with the latest technology enables them to prosper in the increasingly tech-enabled world, probably more than their peers at school. Home ed students can now access quality education at low cost with a high degree of flexibility and learners can set the pace of their learning rather than adhere to the lowest common denominator in class. As well as supporting students’ learning, technology helps the student prepare for the future in terms of lifelong further education, employability and remote living, because homeschooled children have to be more comfortable with self-management of technology.Kloodle is one such solution which fits perfectly into this scenario. The reflective learning around skills and character which Kloodle promotes, in turn, enables a greater understanding of what it means to be a ‘human’ and blossom in a tech-infused, AI-pervasive world.‘Push’ Factors: The Reasons For Leaving SchoolThere are numerous reasons why parents opt for home education and why they want to remove their children from the school system. The list includes: avoiding bullying, exam pressure, stress, special educational needs, not getting into a school of choice, moral or religious preferences, or the school environment.Historically, the decision to homeschool was heavily influenced by religious or moral persuasion. The rapid growth of homeschooling in the US was fuelled by the growth of the conservative evangelical movement; parents wanted to bring their children up with the belief and values systems rather than the secular education. As the chart below shows, religious and moral separation are still factors, however, in a major survey in the US, two of the main reasons parents selected for homeschooling were dissatisfaction and concerns about school life, both socially and academically.Let’s Face It, Schools Are FailingFor parents, it is becoming clear that schools can’t offer the range of support they once did, and this failing explains the rise in families wanting to follow the home education path. There have been reams of press coverage on the cuts in education budgets which have transformed the educational landscape, and the ‘culture of fear’ and ‘sweeping judgements’ surrounding ‘data-driven’ Ofsted inspections; these factors have affected learning, inhibited teachers and decimated extra-curricular activities. The Academies Act 2010 has resulted in the spawning of over 10,000 academies nationwide, designed to operate as businesses and keep teachers’ pay in check. Class sizes have increased significantly over this period as, conversely, pastoral care and student welfare have been radically reduced, according to Unison, to the detriment of pupils’ education and performance. The reality is that beleaguered teachers feel like they are overstretched and are leaving the profession in droves, to flee...]]></itunes:summary><itunes:duration>356</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Will AI make tests and exams more inclusive?</title><link>https://www.spreaker.com/episode/will-ai-make-tests-and-exams-more-inclusive--56510636</link><description><![CDATA[Will AI make tests and exams more inclusive?Tests and exams are sometimes criticised as being written by the majority and being biased against some minorities. With assessments a gateway to life chances in education and work, it’s crucial they are designed for everyone. This article explores whether AI will improve diversity and inclusivity or worsen it.TESTS AND EXAMS NEED TO WORK FOR EVERYONEIn an ideal world, every learner should be able to use their exam results to showcase their skills and help them reach life goals in education and the workplace.In the real world, many learners do leverage exam results to obtain education or work opportunities. The difficulty is that some learners struggle to demonstrate their competence in tests and exams.There is increasing understanding that in the past tests were often created by the “majority” or from a mainstream view, without taking into account minority needs. For example, making the exam fair and inclusive to people such as non-native speakers, those with accessibility challenges and those coming from different cultures and demographics was not always a priority.According to the 2021 census, around 91% of people in England have English as their main language, but this means that around 9% speak another language. Despite this, almost all tests and exams in England (across different sectors and areas) are presented in English with little accommodation or support for non-English speakers. So, unless speaking and writing good English is part of the construct being tested, non-native speakers are likely disadvantaged.There can also be cultural or demographic bias within exams. A widely reported recent example was when a UK GCSE German exam asked students to describe the advantages and disadvantages of a skiing holiday. Of course, the issue with this question is that less affluent students will be less familiar with skiing than those from families who can afford holidays abroad.A GLOBAL CHALLENGETests needing to be more inclusive is not just a UK issue, it is a challenge globally. In the US, for example, there is controversy around college and other admissions exams favouring the children of more affluent families. US universities and colleges are increasingly becoming “test-optional”, where you can take an admissions test but do not need to.Internationally and in the UK, there is a lot of movement in this area. In 2022, Ofqual, the English exam regulator, published some excellent guidance on  making assessments accessible  for students. When I am talking to international colleagues about good practice in making assessments inclusive, I often share Ofqual’s world-leading guidance. .However, despite the wealth of good information on inclusivity, there are still significant challenges for many test takers. Simply put, tests and exams need to be fairer and more inclusive. And until they are, some people are going to miss out on life opportunities.WHAT ABOUT AI?As we all know, AI is rapidly changing the landscape of learning and assessment. We are at the very beginning of the AI revolution and already there are huge impacts. Could this help with inclusivity and diversity efforts?AI is already being used to create questions. For example, my company Learnosity has produced a tool called  Author Aide  , which allows generative AI to be used to increase the productivity of item writers. And many other assessment organisations are starting to use AI to write questions or help increase the size of item banks.Of course, AI can also be used by students to subvert tests and exams. Generative AI like  ChatGPT  can be used to write take-home essays or even to answer multiple choice and other objective questions.That said, there are two sides to the AI coin. For example, AI is also being used to try to detect cheating via programs like automated remote proctoring systems.It’s also being used to attempt (not always successfully) to identify whether essay text written for an exam has been written by a...]]></description><guid isPermaLink="false">X9E8BGxQ</guid><pubDate>Fri, 18 Aug 2023 08:36:17 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56510636/tsfdkcx1samdl1rucuqfz9fl9ir5uqogw9s3apeh.mp3" length="3130848" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2166b78b-862e-4e8a-b480-ccfc6b268a7a/2166b78b-862e-4e8a-b480-ccfc6b268a7a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2166b78b-862e-4e8a-b480-ccfc6b268a7a/2166b78b-862e-4e8a-b480-ccfc6b268a7a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2166b78b-862e-4e8a-b480-ccfc6b268a7a/2166b78b-862e-4e8a-b480-ccfc6b268a7a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Will AI make tests and exams more inclusive?Tests and exams are sometimes criticised as being written by the majority and being biased against some minorities. With assessments a gateway to life chances in education and work, it’s crucial they are...</itunes:subtitle><itunes:summary><![CDATA[Will AI make tests and exams more inclusive?Tests and exams are sometimes criticised as being written by the majority and being biased against some minorities. With assessments a gateway to life chances in education and work, it’s crucial they are designed for everyone. This article explores whether AI will improve diversity and inclusivity or worsen it.TESTS AND EXAMS NEED TO WORK FOR EVERYONEIn an ideal world, every learner should be able to use their exam results to showcase their skills and help them reach life goals in education and the workplace.In the real world, many learners do leverage exam results to obtain education or work opportunities. The difficulty is that some learners struggle to demonstrate their competence in tests and exams.There is increasing understanding that in the past tests were often created by the “majority” or from a mainstream view, without taking into account minority needs. For example, making the exam fair and inclusive to people such as non-native speakers, those with accessibility challenges and those coming from different cultures and demographics was not always a priority.According to the 2021 census, around 91% of people in England have English as their main language, but this means that around 9% speak another language. Despite this, almost all tests and exams in England (across different sectors and areas) are presented in English with little accommodation or support for non-English speakers. So, unless speaking and writing good English is part of the construct being tested, non-native speakers are likely disadvantaged.There can also be cultural or demographic bias within exams. A widely reported recent example was when a UK GCSE German exam asked students to describe the advantages and disadvantages of a skiing holiday. Of course, the issue with this question is that less affluent students will be less familiar with skiing than those from families who can afford holidays abroad.A GLOBAL CHALLENGETests needing to be more inclusive is not just a UK issue, it is a challenge globally. In the US, for example, there is controversy around college and other admissions exams favouring the children of more affluent families. US universities and colleges are increasingly becoming “test-optional”, where you can take an admissions test but do not need to.Internationally and in the UK, there is a lot of movement in this area. In 2022, Ofqual, the English exam regulator, published some excellent guidance on  making assessments accessible  for students. When I am talking to international colleagues about good practice in making assessments inclusive, I often share Ofqual’s world-leading guidance. .However, despite the wealth of good information on inclusivity, there are still significant challenges for many test takers. Simply put, tests and exams need to be fairer and more inclusive. And until they are, some people are going to miss out on life opportunities.WHAT ABOUT AI?As we all know, AI is rapidly changing the landscape of learning and assessment. We are at the very beginning of the AI revolution and already there are huge impacts. Could this help with inclusivity and diversity efforts?AI is already being used to create questions. For example, my company Learnosity has produced a tool called  Author Aide  , which allows generative AI to be used to increase the productivity of item writers. And many other assessment organisations are starting to use AI to write questions or help increase the size of item banks.Of course, AI can also be used by students to subvert tests and exams. Generative AI like  ChatGPT  can be used to write take-home essays or even to answer multiple choice and other objective questions.That said, there are two sides to the AI coin. For example, AI is also being used to try to detect cheating via programs like automated remote proctoring systems.It’s also being used to attempt (not always successfully) to identify whether essay text written for an exam has been written...]]></itunes:summary><itunes:duration>522</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Foundation of Values and Value in the 21st Century</title><link>https://www.spreaker.com/episode/the-foundation-of-values-and-value-in-the-21st-century--56498643</link><description><![CDATA[What should we value in the 21 century. An Oxford conference explores the impact of the metaverse, climate change, and social inequality on the values we hold. Values that are closely linked to FE.In late January 2023 I took part in a conference on values and value, at the Blavatnik School of Government, Oxford. It was a great privilege. During my career in FE, the pressures on the sector were such that it was hard to find the time to reflect on wider values, other than a conviction that vocational education was beneficial to the learner, and under-rated, yet vital for the future of society.The white paper from the conference has just been circulated to participants. I hope it will be more widely published.The good news is that in discussions on business practice and public policy for the 21st century, there was a forceful, pervasive argument in support of the future role for further education. The white paper recommends the use of further education colleges as spaces in which to run collaborative experiments and conversations. ‘We recommend further education colleges as places that have strong links to and understanding of the communities in which they are based’. This is a rare acknowledgment of what we in FE understand but is rarely recognised in the policy community. ‘They are typically established in those communities, with good relationships with local businesses and other local employers, and knowledge of the skills base and potential of the communities.’Concept of Colleges as civic ‘anchors’This is very much in line with our concept of Colleges as civic ‘anchors’ (e.g. FE News, April 2020). There was also an understanding of the pressure on us: ‘There is no small irony in the fact that further education colleges have recently been brought together under the direct control of the Treasury’.Delegates came from far and wide. Jointly organised by the University of Oxford, the Blavatnik School of Government, the Saïd Business School, Oxford Internet Institute, the Fraunhofer Centre for International Management &amp; Knowledge Economy (IMW), Global Solutions, the New Institute, Hamburg, it drew scholars from around the world. With 134 delegates the conversation ranged widely.One focus was to ‘reassert the centrality of moral values for the conduct of human life and to explore the role of values in policy and business decision-making’.This is in a context of threats from a climate crisis, environmental degradation, geopolitical tensions, misinformation, loss of trust, and growing inequality on a national and global scale.We took the premise that moral values are not rules, they are established by socialisation and storytelling. Consequently, they vary between cultures.  What are the chances of a universal protocol? Sadly, the focus of nations has for many years been overwhelmingly on economic growth and GDP. Yet some businesses are moving on from purely profit maximisation towards new concepts of the economy that provides benefits for the future.  There is an increasing literature on ‘altruistic leadership’, and value-based policy making, which reconsiders notions of ‘prosperity’. Increasingly calls for a greener future are accompanied by consideration of a ‘just transition’ where biological survival is accompanied by decreased social inequality, towards amplifying the voices of those who are less powerful. Again, Further Education is central to this ‘Solutions must be designed at a local level, with participation by multiple stakeholders, including local government, businesses, charities, education providers, and local people’.Values, of course, can be manipulated.  Hence the second focus of the summit, the need for digital governance.  The metaverse presents a challenge to traditional values. At presentillegal, or simply toxic, content and misinformation can easily spread online, companies collect and exploit the customer data that is supplied mostly unwittingly through digital transactions and activities.  (This manipulati...]]></description><guid isPermaLink="false">bzMqm5zQ</guid><pubDate>Thu, 17 Aug 2023 07:49:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56498643/60jyt3blqki76llcmhegdaodtfizew3t2ofprkv3.mp3" length="2610432" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/244f70c1-f974-49a2-81da-a831d6bb5cf1/244f70c1-f974-49a2-81da-a831d6bb5cf1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/244f70c1-f974-49a2-81da-a831d6bb5cf1/244f70c1-f974-49a2-81da-a831d6bb5cf1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/244f70c1-f974-49a2-81da-a831d6bb5cf1/244f70c1-f974-49a2-81da-a831d6bb5cf1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>What should we value in the 21 century. An Oxford conference explores the impact of the metaverse, climate change, and social inequality on the values we hold. Values that are closely linked to FE.In late January 2023 I took part in a conference on...</itunes:subtitle><itunes:summary><![CDATA[What should we value in the 21 century. An Oxford conference explores the impact of the metaverse, climate change, and social inequality on the values we hold. Values that are closely linked to FE.In late January 2023 I took part in a conference on values and value, at the Blavatnik School of Government, Oxford. It was a great privilege. During my career in FE, the pressures on the sector were such that it was hard to find the time to reflect on wider values, other than a conviction that vocational education was beneficial to the learner, and under-rated, yet vital for the future of society.The white paper from the conference has just been circulated to participants. I hope it will be more widely published.The good news is that in discussions on business practice and public policy for the 21st century, there was a forceful, pervasive argument in support of the future role for further education. The white paper recommends the use of further education colleges as spaces in which to run collaborative experiments and conversations. ‘We recommend further education colleges as places that have strong links to and understanding of the communities in which they are based’. This is a rare acknowledgment of what we in FE understand but is rarely recognised in the policy community. ‘They are typically established in those communities, with good relationships with local businesses and other local employers, and knowledge of the skills base and potential of the communities.’Concept of Colleges as civic ‘anchors’This is very much in line with our concept of Colleges as civic ‘anchors’ (e.g. FE News, April 2020). There was also an understanding of the pressure on us: ‘There is no small irony in the fact that further education colleges have recently been brought together under the direct control of the Treasury’.Delegates came from far and wide. Jointly organised by the University of Oxford, the Blavatnik School of Government, the Saïd Business School, Oxford Internet Institute, the Fraunhofer Centre for International Management &amp; Knowledge Economy (IMW), Global Solutions, the New Institute, Hamburg, it drew scholars from around the world. With 134 delegates the conversation ranged widely.One focus was to ‘reassert the centrality of moral values for the conduct of human life and to explore the role of values in policy and business decision-making’.This is in a context of threats from a climate crisis, environmental degradation, geopolitical tensions, misinformation, loss of trust, and growing inequality on a national and global scale.We took the premise that moral values are not rules, they are established by socialisation and storytelling. Consequently, they vary between cultures.  What are the chances of a universal protocol? Sadly, the focus of nations has for many years been overwhelmingly on economic growth and GDP. Yet some businesses are moving on from purely profit maximisation towards new concepts of the economy that provides benefits for the future.  There is an increasing literature on ‘altruistic leadership’, and value-based policy making, which reconsiders notions of ‘prosperity’. Increasingly calls for a greener future are accompanied by consideration of a ‘just transition’ where biological survival is accompanied by decreased social inequality, towards amplifying the voices of those who are less powerful. Again, Further Education is central to this ‘Solutions must be designed at a local level, with participation by multiple stakeholders, including local government, businesses, charities, education providers, and local people’.Values, of course, can be manipulated.  Hence the second focus of the summit, the need for digital governance.  The metaverse presents a challenge to traditional values. At presentillegal, or simply toxic, content and misinformation can easily spread online, companies collect and exploit the customer data that is supplied mostly unwittingly through digital transactions and activities.  (This...]]></itunes:summary><itunes:duration>436</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Crafting an antiracist curriculum: Reimagining</title><link>https://www.spreaker.com/episode/crafting-an-antiracist-curriculum-reimagining--56498644</link><description><![CDATA[Wales first Anti Racism Curriculum – miniseries: Having explored the concept of ‘unfiltering’ histories and our curriculums, this final article introduces you to the reimagined anti-racist curriculum.I remember listening to an interview with one of the greatest innovators of our time, Steve Jobs.  I have always been captivated by his imagination and vision.  His story is one which certainly inspires me and to this day, I still find his product launch videos fascinating.  What set him apart from the rest was his ability to make functionality simple and beautiful.  His early forays were in design.  He was intrigued by fonts, looking to refine them and make them more appealing.  Font designs in 1970s were incredibly pragmatic, a world where the typewriter was regarded as a highly advanced form of word processing. Whilst the world around him was built in rigid blocks, he wanted to make curves.  But not at the expense of practicality, on the contrary, could beauty provide more?  Between 1997 and 2001, the slogan for Apple was to ‘think different’. When discussing the new Apple store (which opened in 2001), he explained that he had asked his designers to forget every store they had been in, to forget how they were laid out.  He wanted a store that was purely ‘Apple’.  He said, ‘Apple stores are not just intended to move boxes, but to enrich lives.’  I am sure you can remember how different the Apple store was, indeed, it reimagined the purpose of shop on a high-street… I could go on and talk about the iPhone! Crafting an Antiracist Curriculum for Lasting ChangeIn my career I have seen so many attempts to think differently.  ‘New’ initiatives, ‘new’ ideas…  If I’m being brutally honest, most (and I do mean the vast majority) fall back into the same pragmatic blocks.  At best, you might get a block wrapped in a curved package, but it soon turns back into a block under the pressure of the load it needs to bear.  If we really want to change things, we really do need to think differently.  In designing a new antiracist curriculum, I have been privileged to work with an immensely talented pool of ideas from our Black and Minority ethnic communities.  A pool of talent that has been locked for generations.  It has led me to reflect on how many ideas have been locked and lost over the last 100 years?Inspired by the approach of Steve Jobs (who was half Syrian by the way!), I worked with a team to  create a truly reimagined curriculum.  As a group we ‘forgot’ what previous curriculum design would suggest and begun to imagine what this new curriculum could be.  Not only did we want this to be a new antiracist curriculum, we wanted it to define how future curriculums would be constructed.  It needed to be practical, easy to use and stunningly beautiful.  A curriculum that people would want to come back to and be inspired by.  Lofty goals, however, if you are going to make something new – you should aim for it to be the very best! The first question was what would this curriculum look like? As a significant footnote, I would like to thank the Welsh Government for their support and trust in this project.  As well as providing the substantive funding, they have recognised from day one the necessity of ‘thinking differently’ and for this project being led by those who have a real lived experience of racism.  Coming back to the question, this curriculum would need to look engaging.  It would need to attract people (all people) to want to learn.  With this in mind, we operated on a simple principle, this would be a curriculum ‘for all of us’.  Whilst built to directly meet the needs of the further education sector in Wales, it aimed to provide something for everyone to connect with.I am a great believer in things happening for a reason and at the right time.  Just over one year ago, I was working on a small project which involved using virtual world/metaverse technology.  We had to create a short immersive experience and I remember seeing the immense...]]></description><guid isPermaLink="false">Kx4ZYkzb</guid><pubDate>Thu, 17 Aug 2023 07:47:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56498644/9xktwcwghxacjnzu05ux72p5vvux86ofwi47dz6n.mp3" length="2631456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/53db0f09-a3de-42f2-9971-4220dd59df54/53db0f09-a3de-42f2-9971-4220dd59df54.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/53db0f09-a3de-42f2-9971-4220dd59df54/53db0f09-a3de-42f2-9971-4220dd59df54.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/53db0f09-a3de-42f2-9971-4220dd59df54/53db0f09-a3de-42f2-9971-4220dd59df54.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Wales first Anti Racism Curriculum – miniseries: Having explored the concept of ‘unfiltering’ histories and our curriculums, this final article introduces you to the reimagined anti-racist curriculum.I remember listening to an interview with one of...</itunes:subtitle><itunes:summary><![CDATA[Wales first Anti Racism Curriculum – miniseries: Having explored the concept of ‘unfiltering’ histories and our curriculums, this final article introduces you to the reimagined anti-racist curriculum.I remember listening to an interview with one of the greatest innovators of our time, Steve Jobs.  I have always been captivated by his imagination and vision.  His story is one which certainly inspires me and to this day, I still find his product launch videos fascinating.  What set him apart from the rest was his ability to make functionality simple and beautiful.  His early forays were in design.  He was intrigued by fonts, looking to refine them and make them more appealing.  Font designs in 1970s were incredibly pragmatic, a world where the typewriter was regarded as a highly advanced form of word processing. Whilst the world around him was built in rigid blocks, he wanted to make curves.  But not at the expense of practicality, on the contrary, could beauty provide more?  Between 1997 and 2001, the slogan for Apple was to ‘think different’. When discussing the new Apple store (which opened in 2001), he explained that he had asked his designers to forget every store they had been in, to forget how they were laid out.  He wanted a store that was purely ‘Apple’.  He said, ‘Apple stores are not just intended to move boxes, but to enrich lives.’  I am sure you can remember how different the Apple store was, indeed, it reimagined the purpose of shop on a high-street… I could go on and talk about the iPhone! Crafting an Antiracist Curriculum for Lasting ChangeIn my career I have seen so many attempts to think differently.  ‘New’ initiatives, ‘new’ ideas…  If I’m being brutally honest, most (and I do mean the vast majority) fall back into the same pragmatic blocks.  At best, you might get a block wrapped in a curved package, but it soon turns back into a block under the pressure of the load it needs to bear.  If we really want to change things, we really do need to think differently.  In designing a new antiracist curriculum, I have been privileged to work with an immensely talented pool of ideas from our Black and Minority ethnic communities.  A pool of talent that has been locked for generations.  It has led me to reflect on how many ideas have been locked and lost over the last 100 years?Inspired by the approach of Steve Jobs (who was half Syrian by the way!), I worked with a team to  create a truly reimagined curriculum.  As a group we ‘forgot’ what previous curriculum design would suggest and begun to imagine what this new curriculum could be.  Not only did we want this to be a new antiracist curriculum, we wanted it to define how future curriculums would be constructed.  It needed to be practical, easy to use and stunningly beautiful.  A curriculum that people would want to come back to and be inspired by.  Lofty goals, however, if you are going to make something new – you should aim for it to be the very best! The first question was what would this curriculum look like? As a significant footnote, I would like to thank the Welsh Government for their support and trust in this project.  As well as providing the substantive funding, they have recognised from day one the necessity of ‘thinking differently’ and for this project being led by those who have a real lived experience of racism.  Coming back to the question, this curriculum would need to look engaging.  It would need to attract people (all people) to want to learn.  With this in mind, we operated on a simple principle, this would be a curriculum ‘for all of us’.  Whilst built to directly meet the needs of the further education sector in Wales, it aimed to provide something for everyone to connect with.I am a great believer in things happening for a reason and at the right time.  Just over one year ago, I was working on a small project which involved using virtual world/metaverse technology.  We had to create a short immersive experience and I remember seeing the...]]></itunes:summary><itunes:duration>439</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Empowering our younger generations with digital skills</title><link>https://www.spreaker.com/episode/empowering-our-younger-generations-with-digital-skills--56484061</link><description><![CDATA[Empowering our younger generations with digital skillsIn this article, Elizabeth Anderson highlights the pressing need to equip younger generations with essential digital skills and access in today’s technology-driven world, outlining the necessary steps to achieve this goal.Digital skills  and access are crucial in today’s technology-driven world, without which young individuals may face barriers to educational opportunities, limiting their ability to acquire knowledge and keep pace with the rapidly evolving digital world.Access to essential digital skills is becoming paramount for individuals to participate fully in society and the economy, however, a concerning reality persists in the United Kingdom, where a significant number of individuals lack the necessary digital skills, leading to  digital poverty  and exclusion.In fact,  research  shows that around three in four youth lack the critical skills needed for employment by companies.A  report  from UNICEF revealed that across 92 countries, nearly three-quarters of 15- to 24-year-olds lack the skills required to thrive in future employment opportunities, and in Europe, one in three 13-year-olds students lack basic digital skills when directly tested, according to a  report  from the European Commission.Digital inclusion  encompasses not only having access to digital resources but also possessing the necessary skills to navigate and participate in the digital landscape. However, it is evident that this is not applicable to a high percentage of today’s youth.Beyond the impact on individuals, limited digital access and skills impedes the economy:  SMEs  rely on skilled workers to thrive in the digital economy. Without access to a pool of digitally literate individuals, businesses may struggle to innovate and achieve sustainable growth.Through a promotion of digital inclusion and empowering our younger generation with digital skills, young people would gain access to a range of benefits. They can contribute to the growth and innovation of SMEs, fostering economic development and creating more employment opportunities.EDUCATIONDigital access plays a critical role in the education of the youth, particularly in light of COVID-19 which has caused a shift to increased online-learning. With this shift, access to a laptop or computer, as well as a stable internet connection, has become essential.Furthermore, proficiency in using digital skills and platforms is vital for effective online learning – without these, students may struggle to navigate online learning platforms, collaborate with peers, or adapt to digital teaching methods. As a result, their ability to fully engage with the curriculum may be compromised.The repercussions of limited digital access and skills and education can extend to a child’s later life, hindering their prospects for future career advancement.JOB ACCESSAccess to digital skills and resources from a young age is vital for future employment and opportunities in today’s digital economy. As the workplace continues to evolve, digital literacy has become a necessity in many industries.Basic tech skills have become a prerequisite in many job sectors, even in traditionally non-technical fields. In fact, a record  92 per cent  of businesses say that having a basic level of digital skills is important for their employees. Additionally,  88 per cent  of young people (ages 16-24) believe that digital skills will be essential to their careers.The majority of job applications are now found online and without both the resources, connection and skill needed to access them, individuals can be excluded from a large amount of job opportunities before they even apply.Furthermore, the rise of hybrid and remote working models underline the importance of digital skills in terms of job accessibility – the ability to navigate digital tools and platforms has become essential for effective communication, collaboration and productivity.Access to digital resources and early education i...]]></description><guid isPermaLink="false">Zxn5P0Lj</guid><pubDate>Wed, 16 Aug 2023 08:31:10 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56484061/t3lr39ccx9x2dvqo0broyvgkq8txwbochcsrttlh.mp3" length="2369376" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/96e4fea7-be90-427d-9221-34506575e7a4/96e4fea7-be90-427d-9221-34506575e7a4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/96e4fea7-be90-427d-9221-34506575e7a4/96e4fea7-be90-427d-9221-34506575e7a4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/96e4fea7-be90-427d-9221-34506575e7a4/96e4fea7-be90-427d-9221-34506575e7a4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Empowering our younger generations with digital skillsIn this article, Elizabeth Anderson highlights the pressing need to equip younger generations with essential digital skills and access in today’s technology-driven world, outlining the necessary...</itunes:subtitle><itunes:summary><![CDATA[Empowering our younger generations with digital skillsIn this article, Elizabeth Anderson highlights the pressing need to equip younger generations with essential digital skills and access in today’s technology-driven world, outlining the necessary steps to achieve this goal.Digital skills  and access are crucial in today’s technology-driven world, without which young individuals may face barriers to educational opportunities, limiting their ability to acquire knowledge and keep pace with the rapidly evolving digital world.Access to essential digital skills is becoming paramount for individuals to participate fully in society and the economy, however, a concerning reality persists in the United Kingdom, where a significant number of individuals lack the necessary digital skills, leading to  digital poverty  and exclusion.In fact,  research  shows that around three in four youth lack the critical skills needed for employment by companies.A  report  from UNICEF revealed that across 92 countries, nearly three-quarters of 15- to 24-year-olds lack the skills required to thrive in future employment opportunities, and in Europe, one in three 13-year-olds students lack basic digital skills when directly tested, according to a  report  from the European Commission.Digital inclusion  encompasses not only having access to digital resources but also possessing the necessary skills to navigate and participate in the digital landscape. However, it is evident that this is not applicable to a high percentage of today’s youth.Beyond the impact on individuals, limited digital access and skills impedes the economy:  SMEs  rely on skilled workers to thrive in the digital economy. Without access to a pool of digitally literate individuals, businesses may struggle to innovate and achieve sustainable growth.Through a promotion of digital inclusion and empowering our younger generation with digital skills, young people would gain access to a range of benefits. They can contribute to the growth and innovation of SMEs, fostering economic development and creating more employment opportunities.EDUCATIONDigital access plays a critical role in the education of the youth, particularly in light of COVID-19 which has caused a shift to increased online-learning. With this shift, access to a laptop or computer, as well as a stable internet connection, has become essential.Furthermore, proficiency in using digital skills and platforms is vital for effective online learning – without these, students may struggle to navigate online learning platforms, collaborate with peers, or adapt to digital teaching methods. As a result, their ability to fully engage with the curriculum may be compromised.The repercussions of limited digital access and skills and education can extend to a child’s later life, hindering their prospects for future career advancement.JOB ACCESSAccess to digital skills and resources from a young age is vital for future employment and opportunities in today’s digital economy. As the workplace continues to evolve, digital literacy has become a necessity in many industries.Basic tech skills have become a prerequisite in many job sectors, even in traditionally non-technical fields. In fact, a record  92 per cent  of businesses say that having a basic level of digital skills is important for their employees. Additionally,  88 per cent  of young people (ages 16-24) believe that digital skills will be essential to their careers.The majority of job applications are now found online and without both the resources, connection and skill needed to access them, individuals can be excluded from a large amount of job opportunities before they even apply.Furthermore, the rise of hybrid and remote working models underline the importance of digital skills in terms of job accessibility – the ability to navigate digital tools and platforms has become essential for effective communication, collaboration and productivity.Access to digital resources and early...]]></itunes:summary><itunes:duration>395</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Anticipation and anxiety surround upcoming A Level and GCSE results</title><link>https://www.spreaker.com/episode/anticipation-and-anxiety-surround-upcoming-a-level-and-gcse-results--56472916</link><description><![CDATA[The end of August sees the annual tradition of anxious students and their loved ones waiting on the publication of their exam results. This year marks a return to normalcy after pandemic disruptions.However, uncertainty exists regarding outcomes, particularly in terms of top grades. While many seek university admission, financial concerns and job necessity is leading some students to question its value. It’s clear that further education is at a crossroads, inviting scrutiny and debate over its worth amid ongoing challenges.This week anticipation and anxiety continue to build in many households across the country – the countdown to A Level and GCSE results is on. Following recent years of pandemic disruption, 2023 represents the start of a new normal, with strong indications that we will be returning to pre-pandemic grading standards in England and fewer numbers of students achieving top grades.Debating the Value and Funding of University EducationFor many students awaiting A-level results, their thoughts will be on whether they’ll secure their university places, though this certainly won’t be the path for everyone next week. According to Ipsos’ research, just over half of parents with children in education say that going to university is worth it (52%). However, with the ongoing cost of living crisis, historically high university fees, and questions around the value of some courses, it is perhaps not surprising that a quarter (25%) of Britons and 20% of parents don’t think it’s worth a young person in their family going to university.Financial concerns are cited as the key reasons for questioning the value of a university education; high fees, incurred debt and general living expenses are cited as three of the four top reasons. And the perennial issue of tuition fees is unlikely to fade anytime soon, irrespective of the results of the next general election. While abolishing fees altogether (21%) is a preferred option for one in five Britons, other suggestions attract comparative levels of support. For example, similar proportions state a preference for reducing the limit on fees (rather than abolishing completely) or replacing fees with a graduate tax (22% and 19% respectively). Smaller minorities of the public would prefer that that limit on fees should be kept at current levels (11%) or indeed increased (6%).Perceptions of University Education Aside from financial concerns, there’s also a belief among some people that a university education is not necessary in order for young people to get a job. In light of the Prime Minister’s recently announced plans to cap the numbers of “rip off” university courses and to focus on outcomes including job prospects, it is telling that the value which the UK public attach to different types of courses varies enormously: over eight in ten Britons (85%) feel it is generally worth a young person going to university to study medicine, sciences, law, dentistry or engineering. In contrast, more people say that it is not worth a young person going to university to study media studies, philosophy, classics or fashion than say it is worth it.Given this range of views, it is unsurprising that the public is divided over whether we currently have the ‘right number’ of young people going to university. A third of Britons think too many young people go to university (32%), with a similar proportion thinking about the right amount go (29%), whilst another one in five would like to see more (19%). There are notable differences by political persuasion, with those voting Conservative at the last general election far more likely than those who voted Labour to believe that too many young people are going to university.Challenges and Concerns Surrounding University Costs, Equality, and Public Perceptions Despite these differences, a concern that the majority of people share is around the impact of costs in discouraging people from poorer backgrounds from attending university (73% expressing concern). Indeed, w...]]></description><guid isPermaLink="false">39Dl5291</guid><pubDate>Tue, 15 Aug 2023 07:34:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56472916/ohvbo8ircrfueapywncedxykrf7ehbqjcue1ovmj.mp3" length="1929744" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d/3bf1036d-838e-4d74-aa54-9f2e9ebfd84d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The end of August sees the annual tradition of anxious students and their loved ones waiting on the publication of their exam results. This year marks a return to normalcy after pandemic disruptions.However, uncertainty exists regarding outcomes,...</itunes:subtitle><itunes:summary><![CDATA[The end of August sees the annual tradition of anxious students and their loved ones waiting on the publication of their exam results. This year marks a return to normalcy after pandemic disruptions.However, uncertainty exists regarding outcomes, particularly in terms of top grades. While many seek university admission, financial concerns and job necessity is leading some students to question its value. It’s clear that further education is at a crossroads, inviting scrutiny and debate over its worth amid ongoing challenges.This week anticipation and anxiety continue to build in many households across the country – the countdown to A Level and GCSE results is on. Following recent years of pandemic disruption, 2023 represents the start of a new normal, with strong indications that we will be returning to pre-pandemic grading standards in England and fewer numbers of students achieving top grades.Debating the Value and Funding of University EducationFor many students awaiting A-level results, their thoughts will be on whether they’ll secure their university places, though this certainly won’t be the path for everyone next week. According to Ipsos’ research, just over half of parents with children in education say that going to university is worth it (52%). However, with the ongoing cost of living crisis, historically high university fees, and questions around the value of some courses, it is perhaps not surprising that a quarter (25%) of Britons and 20% of parents don’t think it’s worth a young person in their family going to university.Financial concerns are cited as the key reasons for questioning the value of a university education; high fees, incurred debt and general living expenses are cited as three of the four top reasons. And the perennial issue of tuition fees is unlikely to fade anytime soon, irrespective of the results of the next general election. While abolishing fees altogether (21%) is a preferred option for one in five Britons, other suggestions attract comparative levels of support. For example, similar proportions state a preference for reducing the limit on fees (rather than abolishing completely) or replacing fees with a graduate tax (22% and 19% respectively). Smaller minorities of the public would prefer that that limit on fees should be kept at current levels (11%) or indeed increased (6%).Perceptions of University Education Aside from financial concerns, there’s also a belief among some people that a university education is not necessary in order for young people to get a job. In light of the Prime Minister’s recently announced plans to cap the numbers of “rip off” university courses and to focus on outcomes including job prospects, it is telling that the value which the UK public attach to different types of courses varies enormously: over eight in ten Britons (85%) feel it is generally worth a young person going to university to study medicine, sciences, law, dentistry or engineering. In contrast, more people say that it is not worth a young person going to university to study media studies, philosophy, classics or fashion than say it is worth it.Given this range of views, it is unsurprising that the public is divided over whether we currently have the ‘right number’ of young people going to university. A third of Britons think too many young people go to university (32%), with a similar proportion thinking about the right amount go (29%), whilst another one in five would like to see more (19%). There are notable differences by political persuasion, with those voting Conservative at the last general election far more likely than those who voted Labour to believe that too many young people are going to university.Challenges and Concerns Surrounding University Costs, Equality, and Public Perceptions Despite these differences, a concern that the majority of people share is around the impact of costs in discouraging people from poorer backgrounds from attending university (73% expressing concern)....]]></itunes:summary><itunes:duration>322</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Is The Rise And Rise Of Homeschooling Explained By Advances In Tech?</title><link>https://www.spreaker.com/episode/is-the-rise-and-rise-of-homeschooling-explained-by-advances-in-tech--56461962</link><description><![CDATA[Is The Rise And Rise Of Homeschooling Explained By Advances In Tech?T  his is the first article in a two-part series on homeschooling. In this mini-series, I shall challenge the assertion that the reason for the meteoric growth in home education was Covid and suggest it was down to an assortment of factors; the alluring ‘pull’ of studying at home and the uncomfortable ‘push’ driving students out of the school environment. In this first article, we look at the background behind the rise in home education and the ‘pull’ factors.UNDER THE RADARI was intrigued recently by the increased level of interest in home education learners applying to use Kloodle, the digital skills development platform. After a flurry of Googling, I was surprised to discover that a whopping  3.7 million  young people, and rising, are currently being homeschooled in the US, almost 7% of the school-age population. Similarly, in the UK, passing under the media radar somewhat, there has been a surge in homeschooling, the popularity of which, as you can see from the graph below, shot up rapidly during the Covid-19 pandemic when schools were forced to close for several months, disrupting the education of millions of children. The number of children registering for home education in the  UK  has increased four-fold since 2008, although only accounts for 1% of the population of schoolchildren.WAS THE RISE ALL DUE TO THE IMPACT OF COVID?Many councils have quoted the outbreak of  Covid  as the principal reason for the increase in home education; it gave students an opportunity to taste a lifestyle where they were able to study from the comfort of their own home. However, despite Covid restrictions being lifted and schools re-opening, many parents have opted to commence or continue to homeschool their children and, as the graph above shows, numbers have carried on growing post-lockdown.Although the pandemic has been a convenient excuse used by councils and governments to explain the sustained rise in home education, there are other assorted ‘push’ and ‘pull’ factors at play.THE ‘PULL’ FACTORS: THE  BENEFITS OF HOMESCHOOLINGThe world has changed immeasurably since the days when the US author and educator John Holt first unveiled the philosophy of what he referred to as “  unschooling  ” or “autonomous education” in the 1970s.  His belief  was that if you give a child the freedom to follow their own interests, allied with a rich assortment of resources, they will do the actual learning themselves. Following his methodology, homeschoolers today can, for example, develop and fine tune research skills and learn how to ‘  think like a scientist’  .Also, homeschooling can boost overall well-being;  Wolsey Hall  Oxford’s recent survey found that  91.5%  of parents believe that their child’s wellbeing has improved since they opted for home-schooling.Historically, one of the big stumbling blocks has been that ‘home ed’ can prove difficult for parents to manage; some guardians do the teaching themselves but it’s  hard  to be a teacher as well as a parent. And what if the children are brighter than their parents? A popular solution to avoid this conflict is for  some parents  to adopt a role of being a ‘  Chief Learning Officer’  , where they don’t teach but instead  ‘cause to learn’  through  encouragement  or facilitation.This way home-ed can be ‘child-led’ so that as well as completing syllabus tasks, the children also learn about prioritisation and problem-solving. Being self-directed involves higher level skills; this fits in with a lifelong learning philosophy and self-motivation. The focus is on skill development; for example, understanding the principles of maths and language, rather than on accumulation of knowledge.One of the big criticisms of homeschooling has been that homeschooled children are ‘  out of society  ’ and find it hard to make  relationships  . In life, people need social interactions and friends. However, the landscape here has changed. There is so much...]]></description><guid isPermaLink="false">l9kWlN94</guid><pubDate>Mon, 14 Aug 2023 08:33:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56461962/ooocvimfp4jhrgi08gpjhhs8wqaup0viugilpawv.mp3" length="2653488" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab/47cdf26b-5030-4af8-8a1a-9e9fe96a3fab.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Is The Rise And Rise Of Homeschooling Explained By Advances In Tech?T  his is the first article in a two-part series on homeschooling. In this mini-series, I shall challenge the assertion that the reason for the meteoric growth in home education was...</itunes:subtitle><itunes:summary><![CDATA[Is The Rise And Rise Of Homeschooling Explained By Advances In Tech?T  his is the first article in a two-part series on homeschooling. In this mini-series, I shall challenge the assertion that the reason for the meteoric growth in home education was Covid and suggest it was down to an assortment of factors; the alluring ‘pull’ of studying at home and the uncomfortable ‘push’ driving students out of the school environment. In this first article, we look at the background behind the rise in home education and the ‘pull’ factors.UNDER THE RADARI was intrigued recently by the increased level of interest in home education learners applying to use Kloodle, the digital skills development platform. After a flurry of Googling, I was surprised to discover that a whopping  3.7 million  young people, and rising, are currently being homeschooled in the US, almost 7% of the school-age population. Similarly, in the UK, passing under the media radar somewhat, there has been a surge in homeschooling, the popularity of which, as you can see from the graph below, shot up rapidly during the Covid-19 pandemic when schools were forced to close for several months, disrupting the education of millions of children. The number of children registering for home education in the  UK  has increased four-fold since 2008, although only accounts for 1% of the population of schoolchildren.WAS THE RISE ALL DUE TO THE IMPACT OF COVID?Many councils have quoted the outbreak of  Covid  as the principal reason for the increase in home education; it gave students an opportunity to taste a lifestyle where they were able to study from the comfort of their own home. However, despite Covid restrictions being lifted and schools re-opening, many parents have opted to commence or continue to homeschool their children and, as the graph above shows, numbers have carried on growing post-lockdown.Although the pandemic has been a convenient excuse used by councils and governments to explain the sustained rise in home education, there are other assorted ‘push’ and ‘pull’ factors at play.THE ‘PULL’ FACTORS: THE  BENEFITS OF HOMESCHOOLINGThe world has changed immeasurably since the days when the US author and educator John Holt first unveiled the philosophy of what he referred to as “  unschooling  ” or “autonomous education” in the 1970s.  His belief  was that if you give a child the freedom to follow their own interests, allied with a rich assortment of resources, they will do the actual learning themselves. Following his methodology, homeschoolers today can, for example, develop and fine tune research skills and learn how to ‘  think like a scientist’  .Also, homeschooling can boost overall well-being;  Wolsey Hall  Oxford’s recent survey found that  91.5%  of parents believe that their child’s wellbeing has improved since they opted for home-schooling.Historically, one of the big stumbling blocks has been that ‘home ed’ can prove difficult for parents to manage; some guardians do the teaching themselves but it’s  hard  to be a teacher as well as a parent. And what if the children are brighter than their parents? A popular solution to avoid this conflict is for  some parents  to adopt a role of being a ‘  Chief Learning Officer’  , where they don’t teach but instead  ‘cause to learn’  through  encouragement  or facilitation.This way home-ed can be ‘child-led’ so that as well as completing syllabus tasks, the children also learn about prioritisation and problem-solving. Being self-directed involves higher level skills; this fits in with a lifelong learning philosophy and self-motivation. The focus is on skill development; for example, understanding the principles of maths and language, rather than on accumulation of knowledge.One of the big criticisms of homeschooling has been that homeschooled children are ‘  out of society  ’ and find it hard to make  relationships  . In life, people need social interactions and friends. However, the landscape here has changed. There is so...]]></itunes:summary><itunes:duration>443</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Lessons from T Levels: Why links with employers must be at the heart of prison education</title><link>https://www.spreaker.com/episode/lessons-from-t-levels-why-links-with-employers-must-be-at-the-heart-of-prison-education--56461961</link><description><![CDATA[Lessons from T Levels: Why links with employers must be at the heart of prison educationAs students prepare to receive their A-level, T-level and other vocational  results  on Thursday, Novus’ Amina Bodhania reflects on how employer engagement should also be an integral part of prison educationNext week, young people up and down the country will be receiving their  Level 3 results  and preparing to either progress to higher education, further education or employment. While much of the focus will be on those students who have studied A Levels, even more young people will be receiving technical qualifications such as BTECs and T Levels – the government’s flagship technical education alternative to A Levels.Launched in 2020, T Levels combine classroom learning with an extended work placement of at least 315 hours, offering young people the opportunity to gain the knowledge and skills that will lead straight to employment in sectors such as engineering and manufacturing, construction and healthcare. The purpose of introducing T Levels was twofold. First, the government’s ambition was to signal a shift in the perception of technical routes and to provide an aspirational A Level equivalent for learners who wanted to acquire more practical skills. Second, and perhaps most importantly, T Levels have been designed in collaboration with employers, ensuring that technical education options equipped learners with the skills that employers need them to have when they enter the workforce.This alignment between technical education and employers makes complete sense and addresses feedback from employers about the critical importance of preparing young people for the world of work. And while aligning further education with employment is conducive for developing the skills the economy requires, it is equally important when it comes to ensuring that offenders can gain the skills that will lead to the stable employment upon release that is so crucial to breaking cycles of reoffending.VITAL SKILLS FOR SECURING FUTURE EMPLOYMENTAccording to a 2019 Ministry of Justice report, the total economic and social cost of reoffending stands at a staggering £18.1 billion each year. While reducing reoffending requires collaboration across the justice sector to rehabilitate offenders, one key component is prison education, which is proven to reduce reoffending by 7.5 percentage points. This is in no small part down to the fact that it equips offenders – many of whom have had previous poor experiences of education, with over half having achieved the literacy levels expected of an 11 year old – with the vital skills required for securing future employment.But while finding stable employment after release is an important factor in preventing an individual from reoffending, at present only  17% of prison leavers are being employed six months after release  . This is a statistic which we at Novus are determined to improve. With more than three decades of experience in working with individuals distant from the labour market, Novus is an established and trusted partner of choice. And as part of the LTE Group, which also includes The Manchester College, higher education institution UCEN Manchester and training providers Total People and MOL, our strong relationships with employers across the country make us uniquely placed to do build lasting, impactful relationships with partners.GREATER COLLABORATION REQUIREDIt is clear that greater collaboration is required between prison education providers and employers, in much the same vein as we are now seeing in technical further education. To achieve this, innovation is key.  Building on the successful launch of the first apprenticeships for prisoners last year  , this collaboration is something that Novus is already starting to embed into its curricula and programmes, so that on release they are equipped with the skills, knowledge, and experience necessary to find work. We follow the evidence, using the latest labour market...]]></description><guid isPermaLink="false">l9XObqx0</guid><pubDate>Mon, 14 Aug 2023 08:33:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56461961/p7gmm8skabkadxcpjjjtxc1wedzhz2kssnlqcbmz.mp3" length="2050992" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ae846010-cf34-4ed4-a063-6a0c2522299b/ae846010-cf34-4ed4-a063-6a0c2522299b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ae846010-cf34-4ed4-a063-6a0c2522299b/ae846010-cf34-4ed4-a063-6a0c2522299b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ae846010-cf34-4ed4-a063-6a0c2522299b/ae846010-cf34-4ed4-a063-6a0c2522299b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Lessons from T Levels: Why links with employers must be at the heart of prison educationAs students prepare to receive their A-level, T-level and other vocational  results  on Thursday, Novus’ Amina Bodhania reflects on how employer engagement should...</itunes:subtitle><itunes:summary><![CDATA[Lessons from T Levels: Why links with employers must be at the heart of prison educationAs students prepare to receive their A-level, T-level and other vocational  results  on Thursday, Novus’ Amina Bodhania reflects on how employer engagement should also be an integral part of prison educationNext week, young people up and down the country will be receiving their  Level 3 results  and preparing to either progress to higher education, further education or employment. While much of the focus will be on those students who have studied A Levels, even more young people will be receiving technical qualifications such as BTECs and T Levels – the government’s flagship technical education alternative to A Levels.Launched in 2020, T Levels combine classroom learning with an extended work placement of at least 315 hours, offering young people the opportunity to gain the knowledge and skills that will lead straight to employment in sectors such as engineering and manufacturing, construction and healthcare. The purpose of introducing T Levels was twofold. First, the government’s ambition was to signal a shift in the perception of technical routes and to provide an aspirational A Level equivalent for learners who wanted to acquire more practical skills. Second, and perhaps most importantly, T Levels have been designed in collaboration with employers, ensuring that technical education options equipped learners with the skills that employers need them to have when they enter the workforce.This alignment between technical education and employers makes complete sense and addresses feedback from employers about the critical importance of preparing young people for the world of work. And while aligning further education with employment is conducive for developing the skills the economy requires, it is equally important when it comes to ensuring that offenders can gain the skills that will lead to the stable employment upon release that is so crucial to breaking cycles of reoffending.VITAL SKILLS FOR SECURING FUTURE EMPLOYMENTAccording to a 2019 Ministry of Justice report, the total economic and social cost of reoffending stands at a staggering £18.1 billion each year. While reducing reoffending requires collaboration across the justice sector to rehabilitate offenders, one key component is prison education, which is proven to reduce reoffending by 7.5 percentage points. This is in no small part down to the fact that it equips offenders – many of whom have had previous poor experiences of education, with over half having achieved the literacy levels expected of an 11 year old – with the vital skills required for securing future employment.But while finding stable employment after release is an important factor in preventing an individual from reoffending, at present only  17% of prison leavers are being employed six months after release  . This is a statistic which we at Novus are determined to improve. With more than three decades of experience in working with individuals distant from the labour market, Novus is an established and trusted partner of choice. And as part of the LTE Group, which also includes The Manchester College, higher education institution UCEN Manchester and training providers Total People and MOL, our strong relationships with employers across the country make us uniquely placed to do build lasting, impactful relationships with partners.GREATER COLLABORATION REQUIREDIt is clear that greater collaboration is required between prison education providers and employers, in much the same vein as we are now seeing in technical further education. To achieve this, innovation is key.  Building on the successful launch of the first apprenticeships for prisoners last year  , this collaboration is something that Novus is already starting to embed into its curricula and programmes, so that on release they are equipped with the skills, knowledge, and experience necessary to find work. We follow the evidence, using the latest labour...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>FE News | Is Education a lip service to diversity even though you'd expect the opposite?</title><link>https://www.spreaker.com/episode/fe-news-is-education-a-lip-service-to-diversity-even-though-you-d-expect-the-opposite--56437611</link><description><![CDATA[Is Education a lip service to diversity even though you'd expect the opposite?“Education is the most powerful weapon which you can use to change the world.” –  Nelson MandelaEducation is a powerful tool that has the potential to shape the future of individuals and societies. It holds the key to knowledge, growth, and social progress. In an ideal world, education would be a beacon of inclusivity, embracing diversity and nurturing the holistic development of every learner. However, reality often falls short of this vision.Despite the expectations for education to promote diversity, equity, and inclusion, it can sometimes become a mere lip service to these ideals. In this article, we delve into the complexities surrounding the implementation of robust  Equity, Diversity, and Inclusion (EDI)  policies in education and explore strategies for creating authentic and transformative change.While it may seem contradictory at first, it’s important to note that education is a complex system influenced by various factors. While there are certainly efforts within education to promote diversity and inclusivity, indeed, progress in this area can sometimes be slow or superficial.However, It is crucial to acknowledge that there are dedicated educators, policymakers, and activists working towards meaningful change within education systems. They are striving to develop inclusive curricula, provide professional development opportunities for teachers, address systemic inequalities, and create a welcoming environment for students from diverse backgrounds. However, progress in these areas often requires sustained efforts and systemic changes to truly live up to the ideals of diversity and inclusivity in education.HOW CAN A ROBUST EDI POLICY BE SUPPORTED AND IMPLEMENTED IN THIS SPACE EMBEDDING A CULTURE-FIRST APPROACH THAT IS PERSON-CENTERED AND HOLISTIC?Implementing a robust Equity, Diversity, and Inclusion (EDI) policy in the education space requires a comprehensive and thoughtful approach. Here are some key considerations to support and implement such a policy, embedding a culture-first approach that is person-centred and holistic:Clear goals and vision:  Develop a clear statement of purpose and goals for the EDI policy in alignment with the values of the institution. This provides a shared understanding and direction for all stakeholders involved.Leadership commitment:  Leadership plays a crucial role in fostering a culture of equity, diversity, and inclusion. Ensure that leaders at all levels demonstrate visible support and commitment to EDI initiatives, and actively participate in training and professional development related to EDI.Inclusive decision-making:  Involve a diverse range of stakeholders, including students, parents, educators, administrators, and community members, in the decision-making process. Seek their input and perspectives to shape policies and initiatives, creating a sense of ownership and collective responsibility.Education and awareness:  Provide ongoing education and training opportunities for all members of the educational community. This includes workshops, seminars, and professional development sessions that promote understanding and awareness of issues related to equity, diversity, and inclusion.Curriculum and pedagogy:  Ensure that the curriculum reflects diverse perspectives, cultures, histories, and experiences. Integrate inclusive pedagogical approaches that engage students and encourage critical thinking, empathy, and respect for different viewpoints.Recruitment and retention  : Develop strategies to attract and retain a diverse pool of educators and staff. Implement inclusive hiring practices, provide mentoring and support programs, and create an inclusive work environment that values and respects all employees.Support systems:  Establish support systems and resources to address the specific needs of marginalized students and staff. This includes counselling services, mentoring programs, and affinity groups to f...]]></description><guid isPermaLink="false">597wPP9R</guid><pubDate>Fri, 11 Aug 2023 08:31:29 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56437611/ksuzcetb2nxbvvchbf60b7uiddm9pnera5dxywoz.mp3" length="5320224" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/21b72900-f07c-4726-979a-ae18d7413782/21b72900-f07c-4726-979a-ae18d7413782.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/21b72900-f07c-4726-979a-ae18d7413782/21b72900-f07c-4726-979a-ae18d7413782.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/21b72900-f07c-4726-979a-ae18d7413782/21b72900-f07c-4726-979a-ae18d7413782.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Is Education a lip service to diversity even though you'd expect the opposite?“Education is the most powerful weapon which you can use to change the world.” –  Nelson MandelaEducation is a powerful tool that has the potential to shape the future of...</itunes:subtitle><itunes:summary><![CDATA[Is Education a lip service to diversity even though you'd expect the opposite?“Education is the most powerful weapon which you can use to change the world.” –  Nelson MandelaEducation is a powerful tool that has the potential to shape the future of individuals and societies. It holds the key to knowledge, growth, and social progress. In an ideal world, education would be a beacon of inclusivity, embracing diversity and nurturing the holistic development of every learner. However, reality often falls short of this vision.Despite the expectations for education to promote diversity, equity, and inclusion, it can sometimes become a mere lip service to these ideals. In this article, we delve into the complexities surrounding the implementation of robust  Equity, Diversity, and Inclusion (EDI)  policies in education and explore strategies for creating authentic and transformative change.While it may seem contradictory at first, it’s important to note that education is a complex system influenced by various factors. While there are certainly efforts within education to promote diversity and inclusivity, indeed, progress in this area can sometimes be slow or superficial.However, It is crucial to acknowledge that there are dedicated educators, policymakers, and activists working towards meaningful change within education systems. They are striving to develop inclusive curricula, provide professional development opportunities for teachers, address systemic inequalities, and create a welcoming environment for students from diverse backgrounds. However, progress in these areas often requires sustained efforts and systemic changes to truly live up to the ideals of diversity and inclusivity in education.HOW CAN A ROBUST EDI POLICY BE SUPPORTED AND IMPLEMENTED IN THIS SPACE EMBEDDING A CULTURE-FIRST APPROACH THAT IS PERSON-CENTERED AND HOLISTIC?Implementing a robust Equity, Diversity, and Inclusion (EDI) policy in the education space requires a comprehensive and thoughtful approach. Here are some key considerations to support and implement such a policy, embedding a culture-first approach that is person-centred and holistic:Clear goals and vision:  Develop a clear statement of purpose and goals for the EDI policy in alignment with the values of the institution. This provides a shared understanding and direction for all stakeholders involved.Leadership commitment:  Leadership plays a crucial role in fostering a culture of equity, diversity, and inclusion. Ensure that leaders at all levels demonstrate visible support and commitment to EDI initiatives, and actively participate in training and professional development related to EDI.Inclusive decision-making:  Involve a diverse range of stakeholders, including students, parents, educators, administrators, and community members, in the decision-making process. Seek their input and perspectives to shape policies and initiatives, creating a sense of ownership and collective responsibility.Education and awareness:  Provide ongoing education and training opportunities for all members of the educational community. This includes workshops, seminars, and professional development sessions that promote understanding and awareness of issues related to equity, diversity, and inclusion.Curriculum and pedagogy:  Ensure that the curriculum reflects diverse perspectives, cultures, histories, and experiences. Integrate inclusive pedagogical approaches that engage students and encourage critical thinking, empathy, and respect for different viewpoints.Recruitment and retention  : Develop strategies to attract and retain a diverse pool of educators and staff. Implement inclusive hiring practices, provide mentoring and support programs, and create an inclusive work environment that values and respects all employees.Support systems:  Establish support systems and resources to address the specific needs of marginalized students and staff. This includes counselling services, mentoring programs, and affinity groups...]]></itunes:summary><itunes:duration>887</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Crafting an antiracist curriculum: Unfiltering</title><link>https://www.spreaker.com/episode/crafting-an-antiracist-curriculum-unfiltering--56420617</link><description><![CDATA[Crafting an antiracist curriculum: UnfilteringWales first Anti Racism Curriculum  – miniseries: Having set the context for crafting a new curriculum, this second article explores the importance of ‘unfiltering’ our understanding of history and education.When at school, you may recall your history teacher saying that ‘history is written by the victors’. I certainly remember this. The phrase itself is attributed to Sir Winston Churchill although it falls into the category of possible sayings rather than a statement of fact. How ironic it would be for me not to disclose the frailty of sources when discussing history itself. Attributions aside, if we assume the statement to be broadly true, then it stands to reason that our curriculum, what we are taught and how we are taught has been shaped by the same authors.UNMASKING THE WESTERN-CENTRIC LENS IN EDUCATIONIf I think about my own education, it certainly does on reflection have a heavy tilt towards a ‘Western-Centric’ lens. Starting with what we are taught, I remember learning about the Ancient Egyptians. I also remember learning about the Ancient Greeks, the Romans, medieval England and its relationship with the other ‘Home Nations’ &amp; Western Europe, USA from the nineteenth century(ish), followed by more ‘recent history’, the First and Second World Wars (focusing specifically on Europe and the USA) finishing in Italy and Russia in around 1960. I remember studying philosophy at university, where we focused on Epicurus, Socrates, Plato and Aristotle. This was Ancient Philosophy.Following this, Descartes, Hume, Hobbs, Kant, touching on Freud, Jung and then Russell and Wittgenstein, taking us through the Renaissance through to Modern &amp; Post-Modern Philosophy. I remember at time being frustrated. A monopoly of knowledge clearly in play. I remember asking one of my philosophy lecturers at the time why whenever we look at a philosophical debate it excludes Eastern Philosophy? His look said it all. What on earth would Eastern Philosophy add to the discussion, given that it has been discredited by modern science? This was the crux of the position. An assumption (conscious / unconscious) that knowledge of non-western origin is inferior or less significant.This assumption has shaped ‘what’ we are taught. It has filtered from ‘common’ history the immense contributions in knowledge of Africans, Indians, Arabs, Asians and the many other founding civilisations from across the world. From denial to ignoring, from deleting to minimising, the influence of the historical global majority has clearly been diluted and in some cases washed away.OVERLOOKED PIONEERSLewis Howard Latimer  is a casing point. Many of us know of the contributions of Thomas Edison and Alexander Graham Bell. We are taught of their pioneering inventions. They are herald as the great innovators of the late nineteenth and early twentieth century. Yet the contribution of Lewis Latimer is not as well known. It was Lewis Latimer who created the carbon filament lightbulb. An innovation that enable light to shine for longer. A development which turned the lightbulb in a mass commercial proposition. A technological advancement which lit up the world. We don’t learn about Lewis Latimer (and his hundreds of inventions).We don’t learn about  Ibn Sina  who one thousand years before Sigmund Freud conceived of the Id, Ego and Superego, suggested that soul/mind consisted of vegetative, animalistic and rational parts. Nor do we learn about  Fatima al Fihri  , who 1,100 years ago founded of the world’s oldest existing degree-granting university, the University of Al Quaraouiyine, located in Fez, Morocco. It is one of the only universities in the world established by a woman whose alumni include Jewish philosopher Maimonides, Muslim philosopher Ibn Rushd, and Pope Sylvester II.BUILDING AN ANTIRACIST CURRICULUM TO ILLUMINATE GLOBAL CONTRIBUTIONSThis filtering or washing of history has a profound impact on the design of our curriculums, whi...]]></description><guid isPermaLink="false">BLwpPjx1</guid><pubDate>Thu, 10 Aug 2023 08:33:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56420617/sle2bsbkmmxdgzz0ydom4u9vhrzbqquvliiogbas.mp3" length="1700496" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/97e633e6-643d-4603-9f78-160cfbfec729/97e633e6-643d-4603-9f78-160cfbfec729.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/97e633e6-643d-4603-9f78-160cfbfec729/97e633e6-643d-4603-9f78-160cfbfec729.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/97e633e6-643d-4603-9f78-160cfbfec729/97e633e6-643d-4603-9f78-160cfbfec729.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Crafting an antiracist curriculum: UnfilteringWales first Anti Racism Curriculum  – miniseries: Having set the context for crafting a new curriculum, this second article explores the importance of ‘unfiltering’ our understanding of history and...</itunes:subtitle><itunes:summary><![CDATA[Crafting an antiracist curriculum: UnfilteringWales first Anti Racism Curriculum  – miniseries: Having set the context for crafting a new curriculum, this second article explores the importance of ‘unfiltering’ our understanding of history and education.When at school, you may recall your history teacher saying that ‘history is written by the victors’. I certainly remember this. The phrase itself is attributed to Sir Winston Churchill although it falls into the category of possible sayings rather than a statement of fact. How ironic it would be for me not to disclose the frailty of sources when discussing history itself. Attributions aside, if we assume the statement to be broadly true, then it stands to reason that our curriculum, what we are taught and how we are taught has been shaped by the same authors.UNMASKING THE WESTERN-CENTRIC LENS IN EDUCATIONIf I think about my own education, it certainly does on reflection have a heavy tilt towards a ‘Western-Centric’ lens. Starting with what we are taught, I remember learning about the Ancient Egyptians. I also remember learning about the Ancient Greeks, the Romans, medieval England and its relationship with the other ‘Home Nations’ &amp; Western Europe, USA from the nineteenth century(ish), followed by more ‘recent history’, the First and Second World Wars (focusing specifically on Europe and the USA) finishing in Italy and Russia in around 1960. I remember studying philosophy at university, where we focused on Epicurus, Socrates, Plato and Aristotle. This was Ancient Philosophy.Following this, Descartes, Hume, Hobbs, Kant, touching on Freud, Jung and then Russell and Wittgenstein, taking us through the Renaissance through to Modern &amp; Post-Modern Philosophy. I remember at time being frustrated. A monopoly of knowledge clearly in play. I remember asking one of my philosophy lecturers at the time why whenever we look at a philosophical debate it excludes Eastern Philosophy? His look said it all. What on earth would Eastern Philosophy add to the discussion, given that it has been discredited by modern science? This was the crux of the position. An assumption (conscious / unconscious) that knowledge of non-western origin is inferior or less significant.This assumption has shaped ‘what’ we are taught. It has filtered from ‘common’ history the immense contributions in knowledge of Africans, Indians, Arabs, Asians and the many other founding civilisations from across the world. From denial to ignoring, from deleting to minimising, the influence of the historical global majority has clearly been diluted and in some cases washed away.OVERLOOKED PIONEERSLewis Howard Latimer  is a casing point. Many of us know of the contributions of Thomas Edison and Alexander Graham Bell. We are taught of their pioneering inventions. They are herald as the great innovators of the late nineteenth and early twentieth century. Yet the contribution of Lewis Latimer is not as well known. It was Lewis Latimer who created the carbon filament lightbulb. An innovation that enable light to shine for longer. A development which turned the lightbulb in a mass commercial proposition. A technological advancement which lit up the world. We don’t learn about Lewis Latimer (and his hundreds of inventions).We don’t learn about  Ibn Sina  who one thousand years before Sigmund Freud conceived of the Id, Ego and Superego, suggested that soul/mind consisted of vegetative, animalistic and rational parts. Nor do we learn about  Fatima al Fihri  , who 1,100 years ago founded of the world’s oldest existing degree-granting university, the University of Al Quaraouiyine, located in Fez, Morocco. It is one of the only universities in the world established by a woman whose alumni include Jewish philosopher Maimonides, Muslim philosopher Ibn Rushd, and Pope Sylvester II.BUILDING AN ANTIRACIST CURRICULUM TO ILLUMINATE GLOBAL CONTRIBUTIONSThis filtering or washing of history has a profound impact on the design of our curriculums,...]]></itunes:summary><itunes:duration>284</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Data skills and human qualities go hand in hand</title><link>https://www.spreaker.com/episode/data-skills-and-human-qualities-go-hand-in-hand--56411520</link><description><![CDATA[Data skills and human qualities go hand in handAs the UK bids to be a world leader in the tech sector, it is important that the workforce’s skills are supported throughout education, with human qualities that complement technology being a key focus. Here, Glyn Townsend discusses the changing landscape of digital skills in the UK and how anyone can get access to them.What we deem as an ‘essential skill’ when it comes to technology in work is constantly shifting to match the solutions we have available. From being comfortable using a basic computer, to understanding word processing and spreadsheet programs, to now – when the number of businesses beginning to capitalise on data and  artificial intelligence  (AI) in their day-to-day work is multiplying.While data skills have been an essential part of select industries for some time now, they are beginning to be required further afield. These changes promise many great opportunities for the UK workforce to learn and grow, but we must support staff with the right foundation of supporting skills, such as communication, creative thinking, and understanding how to develop trustworthy AI.At a recent event at Bradford University, my colleague Mark Thundercliffe, senior banking advisor to  SAS  , told an audience of more than 100 applied AI and data analytics students they have “a role and a responsibility to make sure they are knowledgeable, reliable, and use their skills for good purposes” as they embark on careers in technology.This sums up how the future landscape of our data skills education should look – while we need the pure data skills to do the ‘mechanics’ of  analytics  and data science work, it’s important to remember an underpinning of human skills and understanding to ensure that as data-driven jobs become more widespread they achieve the most good.THE WIDENING SCOPE OF DATA SKILLSIn its  2020 National Data Strategy  , the UK Government recognised ‘data skills’ as one of four pillars needed to ensure that the UK benefits from emerging technology in the workforce.The breadth and depth of what we consider to be a basic ‘data skill’ is vast, yet is set to develop in scope as we take on new digital tools – understanding AI would not have fallen under this bracket 10 years ago, but could now be seen as part of widespread knowledge now, especially given the availability of tools such as ChatGPT.While the majority of industries won’t necessarily need lots of staff with an advanced level of data science and related skills, we will see a larger proportion of roles across all sectors requiring a higher baseline of understanding.Reflecting this, demand for new data roles is already changing in the UK, and in just the next two years we will have noticed the shift. The  World Economic Forum predicted  that data entry clerks and administrators will have declined in demand the most of any data job over the five years prior to 2025. Over the same period they predict the need for  data analysts and scientists  rising the most, highlighting this demand for a higher baseline of data skills.The UK is already behind in the race to fill current data jobs with the required skills. The  government  has highlighted the potential supply of data scientists from universities is unlikely to be more than 10,000 per year — yet there are around 215,000 roles for hard data skills that need to be filled.All industries require more staff with basic data literacy. The scale of work to fulfil this demand with new talent is becoming clear and it is important that we get this right when deciding how to use data in industries where usage ramps up.Applying technology or data in new industries is not a one size fits all glove, which is why we need people from varied backgrounds with existing knowledge and skills specific to their industry to achieve the most benefit.PATHWAYS TO DATA SKILLSFortunately, the need for data skills is being recognised and work to meet it is well underway. Events like  Bradford Connect  sh...]]></description><guid isPermaLink="false">DLV1qjzb</guid><pubDate>Wed, 09 Aug 2023 08:31:52 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56411520/mqka1asvekt0py42zgrqcrckqkrtdpfsqjat3g56.mp3" length="2439648" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df022da9-9bc2-4710-a02a-0fc657aabbd6/df022da9-9bc2-4710-a02a-0fc657aabbd6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df022da9-9bc2-4710-a02a-0fc657aabbd6/df022da9-9bc2-4710-a02a-0fc657aabbd6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df022da9-9bc2-4710-a02a-0fc657aabbd6/df022da9-9bc2-4710-a02a-0fc657aabbd6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Data skills and human qualities go hand in handAs the UK bids to be a world leader in the tech sector, it is important that the workforce’s skills are supported throughout education, with human qualities that complement technology being a key focus....</itunes:subtitle><itunes:summary><![CDATA[Data skills and human qualities go hand in handAs the UK bids to be a world leader in the tech sector, it is important that the workforce’s skills are supported throughout education, with human qualities that complement technology being a key focus. Here, Glyn Townsend discusses the changing landscape of digital skills in the UK and how anyone can get access to them.What we deem as an ‘essential skill’ when it comes to technology in work is constantly shifting to match the solutions we have available. From being comfortable using a basic computer, to understanding word processing and spreadsheet programs, to now – when the number of businesses beginning to capitalise on data and  artificial intelligence  (AI) in their day-to-day work is multiplying.While data skills have been an essential part of select industries for some time now, they are beginning to be required further afield. These changes promise many great opportunities for the UK workforce to learn and grow, but we must support staff with the right foundation of supporting skills, such as communication, creative thinking, and understanding how to develop trustworthy AI.At a recent event at Bradford University, my colleague Mark Thundercliffe, senior banking advisor to  SAS  , told an audience of more than 100 applied AI and data analytics students they have “a role and a responsibility to make sure they are knowledgeable, reliable, and use their skills for good purposes” as they embark on careers in technology.This sums up how the future landscape of our data skills education should look – while we need the pure data skills to do the ‘mechanics’ of  analytics  and data science work, it’s important to remember an underpinning of human skills and understanding to ensure that as data-driven jobs become more widespread they achieve the most good.THE WIDENING SCOPE OF DATA SKILLSIn its  2020 National Data Strategy  , the UK Government recognised ‘data skills’ as one of four pillars needed to ensure that the UK benefits from emerging technology in the workforce.The breadth and depth of what we consider to be a basic ‘data skill’ is vast, yet is set to develop in scope as we take on new digital tools – understanding AI would not have fallen under this bracket 10 years ago, but could now be seen as part of widespread knowledge now, especially given the availability of tools such as ChatGPT.While the majority of industries won’t necessarily need lots of staff with an advanced level of data science and related skills, we will see a larger proportion of roles across all sectors requiring a higher baseline of understanding.Reflecting this, demand for new data roles is already changing in the UK, and in just the next two years we will have noticed the shift. The  World Economic Forum predicted  that data entry clerks and administrators will have declined in demand the most of any data job over the five years prior to 2025. Over the same period they predict the need for  data analysts and scientists  rising the most, highlighting this demand for a higher baseline of data skills.The UK is already behind in the race to fill current data jobs with the required skills. The  government  has highlighted the potential supply of data scientists from universities is unlikely to be more than 10,000 per year — yet there are around 215,000 roles for hard data skills that need to be filled.All industries require more staff with basic data literacy. The scale of work to fulfil this demand with new talent is becoming clear and it is important that we get this right when deciding how to use data in industries where usage ramps up.Applying technology or data in new industries is not a one size fits all glove, which is why we need people from varied backgrounds with existing knowledge and skills specific to their industry to achieve the most benefit.PATHWAYS TO DATA SKILLSFortunately, the need for data skills is being recognised and work to meet it is well underway. Events like  Bradford Connect...]]></itunes:summary><itunes:duration>407</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Transforming Education in the Metaverse</title><link>https://www.spreaker.com/episode/transforming-education-in-the-metaverse--56401305</link><description><![CDATA[Dr Naeema Pasha discusses how many of us in the learning/coaching/leadership spaces may be speculating on how generative AI adoption is going to work out. But putting that aside for just a moment, we might also consider how the Metaverse will affect us too.To work on this piece I asked Sam Isaacson, a coach and consultant coaching technology specialist running a boutique start-up who founded an online community in this field. Sam with his background in consulting and professional services, Sam has written extensively on the adoption of technology in coaching. Before we get into the details, it’s probably worth just starting at the start.What is the Metaverse? The metaverse is a term that describes a not-so-distant future version of the internet, where human beings will use immersive technology to go beyond their physical environment. Imagine browsing products from an online retail store in three dimensions, swimming through a coral reef in your living room, chatting to a colleague in another time zone over a table in a coffee shop or taking students on a field trip to walk on the moon without them ever leaving their desks.Sam says he personally feels that the metaverse has the potential to transform education in many ways. It can provide immersive and interactive learning experiences for students that are difficult or risky in the real world, such as surgeries or explosive experiments. And it’s good in coaching too as the metaverse can also engage the brain’s motor system and build muscle memory for skills that involve the hands and body. Perhaps more accessible, coaches will be able to meet their clients digitally in a way that feels closer to reality than any other technology has been able to replicate.Sam adds the launch of the Apple’s Vision Pro may be a more significant turning point in our use of technology than ChatGPT is proving to be.AdapationWhere our clients go in their use of technology, we must follow in order to maintain rapport. He says “the best coaches anticipate that movement and prepare themselves so they remain resilient amidst ever-changing currents. That’s why I founded the Coachtech Collective, a global community of courageous and curious coaches who want to enhance their practice, remain relevant and protect the future of the profession”.In addition, I also found a very interesting view that the Metaverse can offer a more inclusive environment. Staff and students can explore different avatars, should they wish, to enable them to get a better sense of belonging. This also means that students from more diverse backgrounds can potentially engage. Especially if the Metaverse also enables real-time content to be translated. This means that education and indeed coaching can be tailored to meet the needs of students and coachees.Potential ConcernsHowever, with my AI Ethics and Responsibilities hat on, I do see real concerns with the Metaverse. It relies on developing an immersive design – this takes a lot of skills and resources to create and maintain immersive and engaging learning environments in the metaverse. The immersive experiences may not suit everyone. But I feel the biggest concern is privacy and security as ever with the internet. It is very possible that the metaverse could expose users to various privacy and security risks, such as data leaks, frauds, surveillance, and other cybercrimes.The final concern is of course – access. In this age of digital poverty – many people can’t access products. To fully absorb an immersive learning or coaching experience will needs expensive tools. Yes, the Metaverse can create great output, but the digital and potentially the generational divides among users who have different levels of access to the advanced infrastructure, devices, internet connection means not everyone will be able to make it to the Metaverse.However, the metaverse is not here yet and we still have many questions and challenges to overcome. How can we ensure that the metaverse is inclusive, eth...]]></description><guid isPermaLink="false">VLeWVK9G</guid><pubDate>Tue, 08 Aug 2023 07:37:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56401305/xrcrnqyju7efw5nvb5gmhdsxox4ciet6jcnh61jk.mp3" length="1492704" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/11895538-907a-4359-9e95-f5d552bc7af2/11895538-907a-4359-9e95-f5d552bc7af2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/11895538-907a-4359-9e95-f5d552bc7af2/11895538-907a-4359-9e95-f5d552bc7af2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/11895538-907a-4359-9e95-f5d552bc7af2/11895538-907a-4359-9e95-f5d552bc7af2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Dr Naeema Pasha discusses how many of us in the learning/coaching/leadership spaces may be speculating on how generative AI adoption is going to work out. But putting that aside for just a moment, we might also consider how the Metaverse will affect...</itunes:subtitle><itunes:summary><![CDATA[Dr Naeema Pasha discusses how many of us in the learning/coaching/leadership spaces may be speculating on how generative AI adoption is going to work out. But putting that aside for just a moment, we might also consider how the Metaverse will affect us too.To work on this piece I asked Sam Isaacson, a coach and consultant coaching technology specialist running a boutique start-up who founded an online community in this field. Sam with his background in consulting and professional services, Sam has written extensively on the adoption of technology in coaching. Before we get into the details, it’s probably worth just starting at the start.What is the Metaverse? The metaverse is a term that describes a not-so-distant future version of the internet, where human beings will use immersive technology to go beyond their physical environment. Imagine browsing products from an online retail store in three dimensions, swimming through a coral reef in your living room, chatting to a colleague in another time zone over a table in a coffee shop or taking students on a field trip to walk on the moon without them ever leaving their desks.Sam says he personally feels that the metaverse has the potential to transform education in many ways. It can provide immersive and interactive learning experiences for students that are difficult or risky in the real world, such as surgeries or explosive experiments. And it’s good in coaching too as the metaverse can also engage the brain’s motor system and build muscle memory for skills that involve the hands and body. Perhaps more accessible, coaches will be able to meet their clients digitally in a way that feels closer to reality than any other technology has been able to replicate.Sam adds the launch of the Apple’s Vision Pro may be a more significant turning point in our use of technology than ChatGPT is proving to be.AdapationWhere our clients go in their use of technology, we must follow in order to maintain rapport. He says “the best coaches anticipate that movement and prepare themselves so they remain resilient amidst ever-changing currents. That’s why I founded the Coachtech Collective, a global community of courageous and curious coaches who want to enhance their practice, remain relevant and protect the future of the profession”.In addition, I also found a very interesting view that the Metaverse can offer a more inclusive environment. Staff and students can explore different avatars, should they wish, to enable them to get a better sense of belonging. This also means that students from more diverse backgrounds can potentially engage. Especially if the Metaverse also enables real-time content to be translated. This means that education and indeed coaching can be tailored to meet the needs of students and coachees.Potential ConcernsHowever, with my AI Ethics and Responsibilities hat on, I do see real concerns with the Metaverse. It relies on developing an immersive design – this takes a lot of skills and resources to create and maintain immersive and engaging learning environments in the metaverse. The immersive experiences may not suit everyone. But I feel the biggest concern is privacy and security as ever with the internet. It is very possible that the metaverse could expose users to various privacy and security risks, such as data leaks, frauds, surveillance, and other cybercrimes.The final concern is of course – access. In this age of digital poverty – many people can’t access products. To fully absorb an immersive learning or coaching experience will needs expensive tools. Yes, the Metaverse can create great output, but the digital and potentially the generational divides among users who have different levels of access to the advanced infrastructure, devices, internet connection means not everyone will be able to make it to the Metaverse.However, the metaverse is not here yet and we still have many questions and challenges to overcome. How can we ensure that the metaverse is inclusive,...]]></itunes:summary><itunes:duration>249</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Apprenticeship Revolution: A Comparative Analysis of the UK, US, and India's Journey Towar</title><link>https://www.spreaker.com/episode/apprenticeship-revolution-a-comparative-analysis-of-the-uk-us-and-india-s-journey-towar--56390941</link><description><![CDATA[Apprenticeship Revolution: A Comparative Analysis of the UK, US, and India's Journey Towards Workforce DevelopmentThomas Burton discusses how the United Kingdom’s apprenticeship system once hailed as a trailblazer in workforce development, and how it now faces challenges amid the rapid advancements made by two global powerhouses – the United States and India.Four years ago, I embarked on a transformative journey across two continents visiting both India and the United States on trade-supporting initiatives that looked to export the greatest asset of all, knowledge and experience.In the quest for global workforce development and economic productivity, apprenticeships have emerged as a transformative tool worldwide. Over the past four years, the United Kingdom, the United States, and India have each taken distinct approaches to harnessing the potential of apprenticeships. While the UK initially blazed a trail with bold reforms and an employer-led model, its growth has now stagnated. On the other hand, the US and India have continued to embrace apprenticeships and are witnessing adoption and expansion. This article delves into the successes and challenges of each nation’s apprenticeship journey while examining how organisations like Apprenticeships for America and the Ministry of Skill Development and Entrepreneurship in India are driving the global apprenticeship agenda.THE UK: A BRIGHT BEGINNING WITH STAGNATED GROWTHThe United Kingdom’s apprenticeship system underwent a revolution 11 years ago with the introduction of an “employer-led model”, facilitated and turbo-charged by the apprenticeship levy. This visionary approach sought to tailor apprenticeship programmes to meet industry demands, empowering businesses to shape the skilled labour force they required. Despite the promising start, the UK’s apprenticeship growth has experienced stagnation in recent years, especially at lower levels.Various challenges, including financial barriers and perceptions of vocational education, have hindered the system’s expansion. Smaller businesses found the apprenticeship levy burdensome, leading to limited participation. Moreover, the perception of apprenticeships as a secondary choice to academic pathways continued to persist, deterring potential candidates and employers alike.Even the recent Skills Bill and the provision of mandatory careers advice on apprenticeships which are essential components in reshaping the UK’s apprenticeship landscape and fostering a skilled and agile workforce seem to be lagging.However, for these initiatives to realise their full impact, a concerted effort is needed to ensure widespread adoption and effective delivery. Collaboration between educational institutions, careers advisors, industry stakeholders, and the government is crucial to successfully implement the mandatory careers advice provision.Moreover, fostering a culture that values vocational education and highlights the numerous success stories of apprenticeship graduates can help break down barriers and boost the appeal of apprenticeships among students and employers alike.THE US: SCALING APPRENTICESHIPS FOR A ROBUST REGISTERED SYSTEMIn contrast, the United States has recognised the propitious time to scale apprenticeships and build a robust registered apprenticeship system. Organisations like Apprenticeships for America are now at the forefront of advocating for apprenticeship expansion and creating a national network of sponsors and advocates.AFA believes that a robust registered apprenticeship system is essential for levelling the playing field for workers of all backgrounds. By not charging tuition or requiring loans and instead paying a living wage from the first day of training, registered apprenticeships enhance equity and reduce inequality across America. The US’s sustained focus on apprenticeships has led to a significant increase in funding, allowing for the creation of more apprenticeship opportunities and further nurturing a skilled and di...]]></description><guid isPermaLink="false">bx1B8Q9D</guid><pubDate>Mon, 07 Aug 2023 08:30:46 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56390941/j2vwofkmo8dz2ezcu5klyan9lxxl9rrg1wbqp0r9.mp3" length="3975408" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9838de90-217f-4b34-9dd3-a619bf77d4cc/9838de90-217f-4b34-9dd3-a619bf77d4cc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9838de90-217f-4b34-9dd3-a619bf77d4cc/9838de90-217f-4b34-9dd3-a619bf77d4cc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9838de90-217f-4b34-9dd3-a619bf77d4cc/9838de90-217f-4b34-9dd3-a619bf77d4cc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Apprenticeship Revolution: A Comparative Analysis of the UK, US, and India's Journey Towards Workforce DevelopmentThomas Burton discusses how the United Kingdom’s apprenticeship system once hailed as a trailblazer in workforce development, and how it...</itunes:subtitle><itunes:summary><![CDATA[Apprenticeship Revolution: A Comparative Analysis of the UK, US, and India's Journey Towards Workforce DevelopmentThomas Burton discusses how the United Kingdom’s apprenticeship system once hailed as a trailblazer in workforce development, and how it now faces challenges amid the rapid advancements made by two global powerhouses – the United States and India.Four years ago, I embarked on a transformative journey across two continents visiting both India and the United States on trade-supporting initiatives that looked to export the greatest asset of all, knowledge and experience.In the quest for global workforce development and economic productivity, apprenticeships have emerged as a transformative tool worldwide. Over the past four years, the United Kingdom, the United States, and India have each taken distinct approaches to harnessing the potential of apprenticeships. While the UK initially blazed a trail with bold reforms and an employer-led model, its growth has now stagnated. On the other hand, the US and India have continued to embrace apprenticeships and are witnessing adoption and expansion. This article delves into the successes and challenges of each nation’s apprenticeship journey while examining how organisations like Apprenticeships for America and the Ministry of Skill Development and Entrepreneurship in India are driving the global apprenticeship agenda.THE UK: A BRIGHT BEGINNING WITH STAGNATED GROWTHThe United Kingdom’s apprenticeship system underwent a revolution 11 years ago with the introduction of an “employer-led model”, facilitated and turbo-charged by the apprenticeship levy. This visionary approach sought to tailor apprenticeship programmes to meet industry demands, empowering businesses to shape the skilled labour force they required. Despite the promising start, the UK’s apprenticeship growth has experienced stagnation in recent years, especially at lower levels.Various challenges, including financial barriers and perceptions of vocational education, have hindered the system’s expansion. Smaller businesses found the apprenticeship levy burdensome, leading to limited participation. Moreover, the perception of apprenticeships as a secondary choice to academic pathways continued to persist, deterring potential candidates and employers alike.Even the recent Skills Bill and the provision of mandatory careers advice on apprenticeships which are essential components in reshaping the UK’s apprenticeship landscape and fostering a skilled and agile workforce seem to be lagging.However, for these initiatives to realise their full impact, a concerted effort is needed to ensure widespread adoption and effective delivery. Collaboration between educational institutions, careers advisors, industry stakeholders, and the government is crucial to successfully implement the mandatory careers advice provision.Moreover, fostering a culture that values vocational education and highlights the numerous success stories of apprenticeship graduates can help break down barriers and boost the appeal of apprenticeships among students and employers alike.THE US: SCALING APPRENTICESHIPS FOR A ROBUST REGISTERED SYSTEMIn contrast, the United States has recognised the propitious time to scale apprenticeships and build a robust registered apprenticeship system. Organisations like Apprenticeships for America are now at the forefront of advocating for apprenticeship expansion and creating a national network of sponsors and advocates.AFA believes that a robust registered apprenticeship system is essential for levelling the playing field for workers of all backgrounds. By not charging tuition or requiring loans and instead paying a living wage from the first day of training, registered apprenticeships enhance equity and reduce inequality across America. The US’s sustained focus on apprenticeships has led to a significant increase in funding, allowing for the creation of more apprenticeship opportunities and further nurturing a skilled...]]></itunes:summary><itunes:duration>663</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why representation is critical to achieving equity in education</title><link>https://www.spreaker.com/episode/why-representation-is-critical-to-achieving-equity-in-education--56390931</link><description><![CDATA[Why representation is critical to achieving equity in educationIn this article, Black Leadership Group Director Amarjit Basi explains why the lack of Black leaders in education is harming the education and employment outcomes of Black students.When considering student attainment within the UK context, it is right that we focus on more than the academic achievements of people. It’s also about their progression from educational outcomes to employment outcomes, to earnings and, ultimately, to career progression. Students’ experiences through formal education are just the beginning of their journey.ETHNIC EQUITY CONCERNSAnd when you adopt this perspective, a concerning picture emerges about  ethnic equity  in the UK education system.  The Black Leadership Group (BLG)  uses  Black  as an inclusive definition for people from ethnically diverse backgrounds who share a lived experience of the effects of racism. It’s a complex situation, but empirical evidence identifies that from the age of 16 onwards,  Black  groups increasingly encounter barriers associated with their identity, sense of belonging and notion of self-worth as they move through the education system and into their early careers. These barriers block the path for many of our young people towards achieving their full potential, and through this the full potential of the UK economy, too.There are nuances, of course. Using our definition, with some notable exceptions, most  Black  groups do relatively well through their compulsory schooling. In post-16 education, however, evidence of the attainment of  Black  students as they enter young adulthood is pointing to inequities along ethnic lines.For instance, published indicators confirm that:-  Pakistani, Bangladeshi, African and Caribbean groups are less likely to attain top A level results-  Caribbean students do less well at A level and are less likely to be in employment, education or training-  Of the 132 UCAS-listed universities in the UK, just nine had a higher offer rate for  Black  applicants in 2020-  Asian, African and Caribbean groups are twice as likely to attend a lower tariff university-  Black  groups are significantly less likely to get a 1st or 2.1 degree when compared to their White peers-  Black  groups are less likely to be following Apprenticeships compared to their White counterparts-  After controlling for degree subjects, degree classification and socioeconomic background, female Russell Group graduates from African and Asian backgrounds continue to have a lower probability of being in professional employment six months after graduation than their white peers on average – TASO-  The unemployment rate for  Black  16-24 year olds rose from 24.5% to 41.6% from October to December 2019 to 2020; this compared to an increase from 10.1% to 12.4% for White 16-24 year olds.As  Black  students start to make their way through further and higher education and into the workplace, their chances of success and progression narrow. This trend is inequitable and clearly has significant implications for a UK plc that desperately needs to harness the full talents of its increasingly diverse population. So, the BLG has sought to challenge why should it be that, from the age of 16, attainment into progression into employability starts to tail off. It is a complex matter with so many factors at play.A PROMINENT THEME IS REPRESENTATION.The notion of identity alongside the sense of belonging is critical to us personally, socially and emotionally in both education and work environments. The resilience and self-motivation we all need to succeed when we face numerous barriers is more difficult to achieve when you don’t see people like you in positions of influence. A central message in our Ethnic Equity in Education campaign is that the lack of  Black  leaders in education is harming the education and employment outcomes of  Black  students, impairing their immediate and long-term career prospects. It also impairs the social and...]]></description><guid isPermaLink="false">Y9gDRwzk</guid><pubDate>Mon, 07 Aug 2023 08:30:46 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56390931/lubcfqinx11onthvrf1axnno3h6nocvihe3lve7p.mp3" length="2438640" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ca946a21-bec4-4186-897d-2dd06a0a899b/ca946a21-bec4-4186-897d-2dd06a0a899b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ca946a21-bec4-4186-897d-2dd06a0a899b/ca946a21-bec4-4186-897d-2dd06a0a899b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ca946a21-bec4-4186-897d-2dd06a0a899b/ca946a21-bec4-4186-897d-2dd06a0a899b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Why representation is critical to achieving equity in educationIn this article, Black Leadership Group Director Amarjit Basi explains why the lack of Black leaders in education is harming the education and employment outcomes of Black students.When...</itunes:subtitle><itunes:summary><![CDATA[Why representation is critical to achieving equity in educationIn this article, Black Leadership Group Director Amarjit Basi explains why the lack of Black leaders in education is harming the education and employment outcomes of Black students.When considering student attainment within the UK context, it is right that we focus on more than the academic achievements of people. It’s also about their progression from educational outcomes to employment outcomes, to earnings and, ultimately, to career progression. Students’ experiences through formal education are just the beginning of their journey.ETHNIC EQUITY CONCERNSAnd when you adopt this perspective, a concerning picture emerges about  ethnic equity  in the UK education system.  The Black Leadership Group (BLG)  uses  Black  as an inclusive definition for people from ethnically diverse backgrounds who share a lived experience of the effects of racism. It’s a complex situation, but empirical evidence identifies that from the age of 16 onwards,  Black  groups increasingly encounter barriers associated with their identity, sense of belonging and notion of self-worth as they move through the education system and into their early careers. These barriers block the path for many of our young people towards achieving their full potential, and through this the full potential of the UK economy, too.There are nuances, of course. Using our definition, with some notable exceptions, most  Black  groups do relatively well through their compulsory schooling. In post-16 education, however, evidence of the attainment of  Black  students as they enter young adulthood is pointing to inequities along ethnic lines.For instance, published indicators confirm that:-  Pakistani, Bangladeshi, African and Caribbean groups are less likely to attain top A level results-  Caribbean students do less well at A level and are less likely to be in employment, education or training-  Of the 132 UCAS-listed universities in the UK, just nine had a higher offer rate for  Black  applicants in 2020-  Asian, African and Caribbean groups are twice as likely to attend a lower tariff university-  Black  groups are significantly less likely to get a 1st or 2.1 degree when compared to their White peers-  Black  groups are less likely to be following Apprenticeships compared to their White counterparts-  After controlling for degree subjects, degree classification and socioeconomic background, female Russell Group graduates from African and Asian backgrounds continue to have a lower probability of being in professional employment six months after graduation than their white peers on average – TASO-  The unemployment rate for  Black  16-24 year olds rose from 24.5% to 41.6% from October to December 2019 to 2020; this compared to an increase from 10.1% to 12.4% for White 16-24 year olds.As  Black  students start to make their way through further and higher education and into the workplace, their chances of success and progression narrow. This trend is inequitable and clearly has significant implications for a UK plc that desperately needs to harness the full talents of its increasingly diverse population. So, the BLG has sought to challenge why should it be that, from the age of 16, attainment into progression into employability starts to tail off. It is a complex matter with so many factors at play.A PROMINENT THEME IS REPRESENTATION.The notion of identity alongside the sense of belonging is critical to us personally, socially and emotionally in both education and work environments. The resilience and self-motivation we all need to succeed when we face numerous barriers is more difficult to achieve when you don’t see people like you in positions of influence. A central message in our Ethnic Equity in Education campaign is that the lack of  Black  leaders in education is harming the education and employment outcomes of  Black  students, impairing their immediate and long-term career prospects. It also impairs the social...]]></itunes:summary><itunes:duration>407</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Bright Futures’ research sheds light on greens skills needed to transform energy workforce</title><link>https://www.spreaker.com/episode/bright-futures-research-sheds-light-on-greens-skills-needed-to-transform-energy-workforce--56366591</link><description><![CDATA[Bright Futures’ research sheds light on greens skills needed to transform energy workforceCity &amp; Guilds calls for urgent action to help meet workforce challenges as the UK transitions towards a low carbon economy.In April 2022, the Government released its  British Energy Security Strategy  , setting out its aim for 95% of British electricity to be low carbon by 2030, for full decarbonisation of the electricity system by 2035, and for the UK to reach Net Zero by 2050.MEETING THE LOW-CARBON FUTURE: BRIDGING THE SKILLS GAPPhasing out high carbon energy sources such as oil and gas, and dramatically scaling up low / zero carbon energy sources such as nuclear and hydrogen, is fundamental to achieving this aim.Worryingly, what’s less widely recognised or understood right now is the dramatic shift in skills and labour markets needed to underpin the move to a low carbon future. The impact will be felt across many sectors: according to research by the Place-based Climate Action Network (PCAN), around 6.3 million jobs in the UK – roughly one in five – will be affected by the transition, with millions of workers experiencing changes in demand for their skills.To rise to this challenge, it’s clear we need a skills system that’s capable of supporting a broad and diverse range of new entrants into the sector, whilst also helping those already in the sector to transition to high-demand roles; roles where their existing skills – supported by supplementary training and certification – will be essential if we’re to meet our targets as a country.Yet at the moment there is a mismatch between the ambitions for change, and the support needed if our skills system is to get us there.BRIGHT FUTURES: DECARBONISING THE UK’S ENERGY WORKFORCEOur latest report,  ‘Bright Futures: Decarbonising the UK’s Energy Workforce’  , explores this mismatch and examines the barriers facing workers in key sectors. The results are concerning, with only 33% of the workers we surveyed believing they have the skills they need to secure a job in the emerging green economy, and only a quarter (26%) of workers saying they know where to go to gain those skills.It perhaps shouldn’t come as a surprise that workers are confused when the policy environment itself is so uncertain, seemingly driven by the short-term vagaries of party-politics rather than the long-term planning we need; the headlines following recent bi-election results are a case in point.That’s why City &amp; Guilds is calling for urgent steps to be taken to give the  clarity, commitment and collaboration  so vital for our skill system to rise to the net zero challenge:-  First, Government should lead the charge by providing more certainty about the long-term future direction of the UK’s energy industry, working in partnership with business to unlock the skills required to achieve this. We are calling for  a green skills roadmap running to 2035  as part of a national strategy for inclusive growth;-  Second (and to support this), there should be  a joint minister for green skills development  across the Department for Education, Department for Business &amp; Trade, Department for Energy Security &amp; Net Zero and HM Treasury to ensure that the right focus and investment is placed on this agenda and that plans are not created in isolation;-  Third, we need  clear and transparent monitoring of low carbon skills requirements and developments  in line with the move to net zero through a government-backed annual state of the nation report. This should be aligned with national infrastructure plans and reporting from the National Infrastructure Commission. It should include data on investment and skills gaps across sectors and regions, as well as employer progression towards shifting to green jobs, all set in the context of the wider transition;-  Fourth, we need  real focus on lifelong training pathways  to upskill and reskill new or existing employees, with employers opening their doors to a wider pool of diverse cand...]]></description><guid isPermaLink="false">5L3kM8L2</guid><pubDate>Fri, 04 Aug 2023 08:33:11 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56366591/1tbmxptjocttbgeh7cvxszolk9mmar876kfei9eb.mp3" length="2097504" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c2ab7b6-89d6-4262-a14a-ae0a49db3193/0c2ab7b6-89d6-4262-a14a-ae0a49db3193.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c2ab7b6-89d6-4262-a14a-ae0a49db3193/0c2ab7b6-89d6-4262-a14a-ae0a49db3193.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/0c2ab7b6-89d6-4262-a14a-ae0a49db3193/0c2ab7b6-89d6-4262-a14a-ae0a49db3193.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Bright Futures’ research sheds light on greens skills needed to transform energy workforceCity &amp;amp; Guilds calls for urgent action to help meet workforce challenges as the UK transitions towards a low carbon economy.In April 2022, the Government...</itunes:subtitle><itunes:summary><![CDATA[Bright Futures’ research sheds light on greens skills needed to transform energy workforceCity &amp; Guilds calls for urgent action to help meet workforce challenges as the UK transitions towards a low carbon economy.In April 2022, the Government released its  British Energy Security Strategy  , setting out its aim for 95% of British electricity to be low carbon by 2030, for full decarbonisation of the electricity system by 2035, and for the UK to reach Net Zero by 2050.MEETING THE LOW-CARBON FUTURE: BRIDGING THE SKILLS GAPPhasing out high carbon energy sources such as oil and gas, and dramatically scaling up low / zero carbon energy sources such as nuclear and hydrogen, is fundamental to achieving this aim.Worryingly, what’s less widely recognised or understood right now is the dramatic shift in skills and labour markets needed to underpin the move to a low carbon future. The impact will be felt across many sectors: according to research by the Place-based Climate Action Network (PCAN), around 6.3 million jobs in the UK – roughly one in five – will be affected by the transition, with millions of workers experiencing changes in demand for their skills.To rise to this challenge, it’s clear we need a skills system that’s capable of supporting a broad and diverse range of new entrants into the sector, whilst also helping those already in the sector to transition to high-demand roles; roles where their existing skills – supported by supplementary training and certification – will be essential if we’re to meet our targets as a country.Yet at the moment there is a mismatch between the ambitions for change, and the support needed if our skills system is to get us there.BRIGHT FUTURES: DECARBONISING THE UK’S ENERGY WORKFORCEOur latest report,  ‘Bright Futures: Decarbonising the UK’s Energy Workforce’  , explores this mismatch and examines the barriers facing workers in key sectors. The results are concerning, with only 33% of the workers we surveyed believing they have the skills they need to secure a job in the emerging green economy, and only a quarter (26%) of workers saying they know where to go to gain those skills.It perhaps shouldn’t come as a surprise that workers are confused when the policy environment itself is so uncertain, seemingly driven by the short-term vagaries of party-politics rather than the long-term planning we need; the headlines following recent bi-election results are a case in point.That’s why City &amp; Guilds is calling for urgent steps to be taken to give the  clarity, commitment and collaboration  so vital for our skill system to rise to the net zero challenge:-  First, Government should lead the charge by providing more certainty about the long-term future direction of the UK’s energy industry, working in partnership with business to unlock the skills required to achieve this. We are calling for  a green skills roadmap running to 2035  as part of a national strategy for inclusive growth;-  Second (and to support this), there should be  a joint minister for green skills development  across the Department for Education, Department for Business &amp; Trade, Department for Energy Security &amp; Net Zero and HM Treasury to ensure that the right focus and investment is placed on this agenda and that plans are not created in isolation;-  Third, we need  clear and transparent monitoring of low carbon skills requirements and developments  in line with the move to net zero through a government-backed annual state of the nation report. This should be aligned with national infrastructure plans and reporting from the National Infrastructure Commission. It should include data on investment and skills gaps across sectors and regions, as well as employer progression towards shifting to green jobs, all set in the context of the wider transition;-  Fourth, we need  real focus on lifelong training pathways  to upskill and reskill new or existing employees, with employers opening their doors to a wider pool of diverse...]]></itunes:summary><itunes:duration>350</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Crafting an antiracist curriculum: Rehumanising</title><link>https://www.spreaker.com/episode/crafting-an-antiracist-curriculum-rehumanising--56354226</link><description><![CDATA[Wales first Anti Racism Curriculum – miniseries:  As Wales moves to becoming an Anti-Racist Nation by 2030, this article explores the role of curriculum in ‘rehumanising’ our understanding of the world.How do you create a new curriculum?  This was the challenge that befell me in October 2022.  I enjoy challenges. I enjoy the struggle; finding solutions to emerging problems and above all, I love working with big ideas, nuancing them, refining and shaping them into reality.  Designing a new curriculum, in line with Wales’ Anti-Racist Action Plan certainly ticked these boxes.  The opportunity to create and bring people together for a common cause is certainly something I relish!Embracing Antiracism: Navigating Perspectives in a Polarized WorldAs a Muslim, mixed-race, English immigrant, I feel proud and privileged to live in Wales.  Currently the only country that has committed at a national level to becoming antiracist by 2030.  The term ‘antiracist’ itself can be controversial.  There are those who associate the term with specific political ideologies.  Others view it as a broader expression that relates to a society become fairer and more just.Whilst, I lean heavily towards the latter, it would be remiss for me not to acknowledge the legitimacy of the former.  Indeed, we live in a world of polar extremes.  A world where our information is collated from soundbites.  Our views are formed and refined at a rapid pace and in a time of information overload, our brains are adapting.  The superficial overpowers the meaningful, the quick win, the simple decision usurps the considered complexity in real and tangible action.  We naturally gravitate to either ‘the right’ or ‘the left’.  The in-between is too messy and inconvenient for us it seems (notice I don’t say ‘the centre’, we’ll come back to this later).Fostering Shared Humanity: An Antiracist Curriculum for Welsh Further EducationThis is the context in which I was asked to lead the design of a new antiracist curriculum for the Further Education (FE) sector in Wales.  A challenging environment of extremes where our views (on the surface at least) appear to be spread across a great chasm.  As a lover of big ideas, why could this not be an opportunity?  A chance to create something that would allow us to reflect.   To reflect on who we are, our identities, our responsibilities and our privileges.  If we consider the Holocaust Memorial Day Trust’s The Ten Stages of Genocide, stage four is dehumanisation.  It strikes me that in world of fast information, the tendency to filter and make judgements is powerful.  The paradox of having plentiful knowledge and a scarcity of wisdom is a plight that everyone of us should consider carefully.  To what extent do you hold yourself to account?I am deliberately being personal (and potentially provocative).  I am a great believer in the first steps to change starting from within.  The society we live in, our institutions, our systems are all a reflection of our collective beings.  So, if we want to change things for the better, we need to in the first instance change ourselves. We need to learn how to ‘rehumanise’.  It is from this position that this new curriculum has been crafted.  It is a curriculum for all of us.  One that invites us to rediscover our shared humanity.The term ‘craft’ can be defined as ‘to make or produce with care, skill, or ingenuity’.  This three-part mini-series will take you on the journey where a talented team of people came together to craft a curriculum that offers the opportunity to unify.  A team of people who come from different backgrounds and who express a range of cultural identities.  Critically, a team of people driven by their lived experiences of racism as well as those who have offered immense advocacy and allyship.  It will offer an insight into the care, skill and ingenuity of a group looking to inspire a new generation of thinking. Join me in the next article which will explore the role of ‘unfiltering’ in cu...]]></description><guid isPermaLink="false">gLAB1Yxa</guid><pubDate>Thu, 03 Aug 2023 07:36:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56354226/9e25aahelduhuswbjx7ls1itimadip61afxiwwq8.mp3" length="1469664" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2db8b187-6cad-4853-ae01-4a83ae10c91f/2db8b187-6cad-4853-ae01-4a83ae10c91f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2db8b187-6cad-4853-ae01-4a83ae10c91f/2db8b187-6cad-4853-ae01-4a83ae10c91f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2db8b187-6cad-4853-ae01-4a83ae10c91f/2db8b187-6cad-4853-ae01-4a83ae10c91f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Wales first Anti Racism Curriculum – miniseries:  As Wales moves to becoming an Anti-Racist Nation by 2030, this article explores the role of curriculum in ‘rehumanising’ our understanding of the world.How do you create a new curriculum?  This was the...</itunes:subtitle><itunes:summary><![CDATA[Wales first Anti Racism Curriculum – miniseries:  As Wales moves to becoming an Anti-Racist Nation by 2030, this article explores the role of curriculum in ‘rehumanising’ our understanding of the world.How do you create a new curriculum?  This was the challenge that befell me in October 2022.  I enjoy challenges. I enjoy the struggle; finding solutions to emerging problems and above all, I love working with big ideas, nuancing them, refining and shaping them into reality.  Designing a new curriculum, in line with Wales’ Anti-Racist Action Plan certainly ticked these boxes.  The opportunity to create and bring people together for a common cause is certainly something I relish!Embracing Antiracism: Navigating Perspectives in a Polarized WorldAs a Muslim, mixed-race, English immigrant, I feel proud and privileged to live in Wales.  Currently the only country that has committed at a national level to becoming antiracist by 2030.  The term ‘antiracist’ itself can be controversial.  There are those who associate the term with specific political ideologies.  Others view it as a broader expression that relates to a society become fairer and more just.Whilst, I lean heavily towards the latter, it would be remiss for me not to acknowledge the legitimacy of the former.  Indeed, we live in a world of polar extremes.  A world where our information is collated from soundbites.  Our views are formed and refined at a rapid pace and in a time of information overload, our brains are adapting.  The superficial overpowers the meaningful, the quick win, the simple decision usurps the considered complexity in real and tangible action.  We naturally gravitate to either ‘the right’ or ‘the left’.  The in-between is too messy and inconvenient for us it seems (notice I don’t say ‘the centre’, we’ll come back to this later).Fostering Shared Humanity: An Antiracist Curriculum for Welsh Further EducationThis is the context in which I was asked to lead the design of a new antiracist curriculum for the Further Education (FE) sector in Wales.  A challenging environment of extremes where our views (on the surface at least) appear to be spread across a great chasm.  As a lover of big ideas, why could this not be an opportunity?  A chance to create something that would allow us to reflect.   To reflect on who we are, our identities, our responsibilities and our privileges.  If we consider the Holocaust Memorial Day Trust’s The Ten Stages of Genocide, stage four is dehumanisation.  It strikes me that in world of fast information, the tendency to filter and make judgements is powerful.  The paradox of having plentiful knowledge and a scarcity of wisdom is a plight that everyone of us should consider carefully.  To what extent do you hold yourself to account?I am deliberately being personal (and potentially provocative).  I am a great believer in the first steps to change starting from within.  The society we live in, our institutions, our systems are all a reflection of our collective beings.  So, if we want to change things for the better, we need to in the first instance change ourselves. We need to learn how to ‘rehumanise’.  It is from this position that this new curriculum has been crafted.  It is a curriculum for all of us.  One that invites us to rediscover our shared humanity.The term ‘craft’ can be defined as ‘to make or produce with care, skill, or ingenuity’.  This three-part mini-series will take you on the journey where a talented team of people came together to craft a curriculum that offers the opportunity to unify.  A team of people who come from different backgrounds and who express a range of cultural identities.  Critically, a team of people driven by their lived experiences of racism as well as those who have offered immense advocacy and allyship.  It will offer an insight into the care, skill and ingenuity of a group looking to inspire a new generation of thinking. Join me in the next article which will explore the role of ‘unfiltering’...]]></itunes:summary><itunes:duration>245</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Further Education in the UK Needs a Reboot</title><link>https://www.spreaker.com/episode/further-education-in-the-uk-needs-a-reboot--56343749</link><description><![CDATA[Further Education in the UK Needs a RebootHadi Moussa, Managing Director (EMEA) at Coursera, discusses how flexible learning models are essential to bridge the digital skills gap and prepare the UK to thrive in the digital economy.Successive governments have not supplied further education the resources and reform needed for the changing world of work. Vocational skills training is still too inaccessible, and divergent perspectives of academic and vocational education remain marked by expensive fees for a range of degrees,  averaging  £9,000 a year, regardless of market demand. Employers previously expressing concern about entry level hires deficient in numeracy and literacy, are today alarmed by the digital skills gap, in which staff lack skills for the fourth industrial revolution, characterised by technology and data.Last year,  according to  the UK government, over 80% of all jobs advertised in the UK now require digital skills, however employers say the lack of available talent is the biggest factor holding back growth. Estimates suggest the digital skills gap costs the UK economy as much as £63 billion a year in potential GDP.Likewise, the government’s 2021  Quantifying the Data Skills Gap Report  noted just under half of UK companies are struggling to recruit for data roles over the previous two years, with a limited supply of graduates with specialist data skills from universities. Half of all workers surveyed reported they had not received data skills training within the last two years despite having an interest in digital training.COURSERA’S GLOBAL SKILLS REPORT 2023Coursera’s  Global Skills Report 2023  also unearthed the skills gap the UK faces when preparing for the future of work. Analysing the career readiness of over 124 million learners worldwide, the report identifies leaders in business, technology and data science skills proficiency among 100 countries supported by Coursera. The study ranked the UK 64th globally in skills development, behind the Dominican Republic and Bolivia, down from 38th place in 2022.Notable deficiencies in the UK’s skills include  Technology  skills, with UK learners performing badly relative to their global peers in S  oftware Engineering  (23%),  Mobile Development  (26%),  Security Engineering  (33%), and  Computer Programming  (41%). The UK was also found to be deficient in  Data Science  , with UK performance lagging behind in key data science skills including  Statistical Programming  ,  Data Management  , and  Data Analysis  .TECHNOLOGY SKILLS IN EUROPE COMPARED TO THE UKLeading countries in the Coursera Skills Report were Switzerland, Spain and Germany, with Europe ranking second globally for technology and data science. The report found European learners are more likely to invest in data science skills, including artificial neural networks and deep learning, supporting the emerging AI market.By contrast, UK learners were more likely to take courses teaching entrepreneurship, scoring well in human resources and marketing. Learners scored competitively in technology skills such as web development, yet it was found UK leaders could further invest in software engineering.This disparity has been reflected in the relative performance of the UK and European economies. The British economy grew just  0.1 percent  in the first three months of this year; the little growth there was, was partly driven by the information and communications services industries, which includes computer programming and consultancy. By contrast, Germany’s economy  grew by 6%  during the same period and the Eurozone as a whole outperformed the UK.A misfiring education system in the UK is partly to blame, characterised by a lack of access to affordable, relevant tuition. Just this month, an all party parliamentary group unveiled  research  from the Institute for Fiscal Studies (IFS) funded by the Nuffield Foundation, found the attainment gap between poorer pupils and their better-off classmates is just as large...]]></description><guid isPermaLink="false">mLmVaOxN</guid><pubDate>Wed, 02 Aug 2023 08:32:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56343749/w5qmvyuuadjeqwdczs72qn7bwkyd7y1bru9p6eqf.mp3" length="3171312" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/caa0b605-01e7-48e5-a885-5e01ddcdfd31/caa0b605-01e7-48e5-a885-5e01ddcdfd31.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/caa0b605-01e7-48e5-a885-5e01ddcdfd31/caa0b605-01e7-48e5-a885-5e01ddcdfd31.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/caa0b605-01e7-48e5-a885-5e01ddcdfd31/caa0b605-01e7-48e5-a885-5e01ddcdfd31.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Further Education in the UK Needs a RebootHadi Moussa, Managing Director (EMEA) at Coursera, discusses how flexible learning models are essential to bridge the digital skills gap and prepare the UK to thrive in the digital economy.Successive...</itunes:subtitle><itunes:summary><![CDATA[Further Education in the UK Needs a RebootHadi Moussa, Managing Director (EMEA) at Coursera, discusses how flexible learning models are essential to bridge the digital skills gap and prepare the UK to thrive in the digital economy.Successive governments have not supplied further education the resources and reform needed for the changing world of work. Vocational skills training is still too inaccessible, and divergent perspectives of academic and vocational education remain marked by expensive fees for a range of degrees,  averaging  £9,000 a year, regardless of market demand. Employers previously expressing concern about entry level hires deficient in numeracy and literacy, are today alarmed by the digital skills gap, in which staff lack skills for the fourth industrial revolution, characterised by technology and data.Last year,  according to  the UK government, over 80% of all jobs advertised in the UK now require digital skills, however employers say the lack of available talent is the biggest factor holding back growth. Estimates suggest the digital skills gap costs the UK economy as much as £63 billion a year in potential GDP.Likewise, the government’s 2021  Quantifying the Data Skills Gap Report  noted just under half of UK companies are struggling to recruit for data roles over the previous two years, with a limited supply of graduates with specialist data skills from universities. Half of all workers surveyed reported they had not received data skills training within the last two years despite having an interest in digital training.COURSERA’S GLOBAL SKILLS REPORT 2023Coursera’s  Global Skills Report 2023  also unearthed the skills gap the UK faces when preparing for the future of work. Analysing the career readiness of over 124 million learners worldwide, the report identifies leaders in business, technology and data science skills proficiency among 100 countries supported by Coursera. The study ranked the UK 64th globally in skills development, behind the Dominican Republic and Bolivia, down from 38th place in 2022.Notable deficiencies in the UK’s skills include  Technology  skills, with UK learners performing badly relative to their global peers in S  oftware Engineering  (23%),  Mobile Development  (26%),  Security Engineering  (33%), and  Computer Programming  (41%). The UK was also found to be deficient in  Data Science  , with UK performance lagging behind in key data science skills including  Statistical Programming  ,  Data Management  , and  Data Analysis  .TECHNOLOGY SKILLS IN EUROPE COMPARED TO THE UKLeading countries in the Coursera Skills Report were Switzerland, Spain and Germany, with Europe ranking second globally for technology and data science. The report found European learners are more likely to invest in data science skills, including artificial neural networks and deep learning, supporting the emerging AI market.By contrast, UK learners were more likely to take courses teaching entrepreneurship, scoring well in human resources and marketing. Learners scored competitively in technology skills such as web development, yet it was found UK leaders could further invest in software engineering.This disparity has been reflected in the relative performance of the UK and European economies. The British economy grew just  0.1 percent  in the first three months of this year; the little growth there was, was partly driven by the information and communications services industries, which includes computer programming and consultancy. By contrast, Germany’s economy  grew by 6%  during the same period and the Eurozone as a whole outperformed the UK.A misfiring education system in the UK is partly to blame, characterised by a lack of access to affordable, relevant tuition. Just this month, an all party parliamentary group unveiled  research  from the Institute for Fiscal Studies (IFS) funded by the Nuffield Foundation, found the attainment gap between poorer pupils and their better-off classmates is just as...]]></itunes:summary><itunes:duration>529</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Teacher Attrition in the UK: Economic Consequences and Implications for the 21st-Century W</title><link>https://www.spreaker.com/episode/teacher-attrition-in-the-uk-economic-consequences-and-implications-for-the-21st-century-w--56343748</link><description><![CDATA[Teacher Attrition in the UK: Economic Consequences and Implications for the 21st-Century WorkforceTeacher attrition rates in the United Kingdom have emerged as a pressing concern, bearing significant economic consequences and implications for the modern workforce. This blog post aims to delve into the topic, shedding light on the loss of social and knowledge capital associated with teacher turnover and its impact on education and the economy.TEACHER ATTRITION RATES AND LOSS OF SOCIAL CAPITALAccording to recent studies, factors contributing to high teacher attrition rates in the UK include workload pressures, job dissatisfaction, lack of support, limited career progression opportunities, challenging student behavior, and inadequate compensation [1][2]. When experienced teachers depart, it results in the loss of social capital within schools and the educational community. Collaboration, mentoring, and institutional memory are disrupted, hampering professional growth and instructional quality.As Mary Bousted and Kevin Courtney from the National Education Union aptly put it, “Losing almost 35,000 teachers in a year is simply unacceptable, and is happening on this government’s watch” [3]. This statement highlights the need for concerted efforts to address the issue and prevent further loss of experienced educators.TEACHER ATTRITION RATES AND EROSION OF KNOWLEDGE CAPITALIn addition to social capital, the departure of teachers erodes knowledge capital within educational institutions. Research by Stern and Macpherson emphasizes that the loss of experienced teachers can lead to a decline in overall instructional quality [4]. The expertise, subject knowledge, and innovative teaching methods possessed by experienced teachers are invaluable assets for student achievement and educational outcomes.Moreover, the financial implications of high teacher turnover in the UK have been explored by Allen and Burgess. They estimate that the costs associated with recruiting, hiring, and training new teachers impose significant financial burdens on educational budgets and government expenditures [5].IMPLICATIONS FOR THE WORKFORCE OF THE 21ST CENTURYTeacher attrition and the subsequent erosion of social and knowledge capital have far-reaching implications for the 21st-century workforce. Reduced educational outcomes can contribute to a workforce with lower skills and competencies, impacting productivity and competitiveness [6]. Mismatched workforce skills may lead to unemployment or underemployment, hindering overall workforce development.Moreover, the societal costs associated with diminished educational quality are significant. Higher crime rates, increased welfare dependence, and reduced social mobility are among the challenges that arise from inadequate education [7]. These factors strain public resources and impede social progress.CONCLUSIONAddressing teacher attrition rates is crucial to mitigate the economic consequences and implications for the workforce of the 21st century. Investments in improving working conditions, providing support and professional development opportunities, and implementing policies to promote teacher retention are essential. Recognizing the value of social and knowledge capital within the teaching profession is key to fostering a strong and effective education system that positively impacts the economy and society as a whole.By Gavin Hoole]]></description><guid isPermaLink="false">ozWEVkx5</guid><pubDate>Wed, 02 Aug 2023 08:32:15 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56343748/ywcuq7ns96rrqszen4ijxqgdp7wx58vsyhgaymbz.mp3" length="1207728" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51423b2f-f0bd-4925-a215-343fce137d0f/51423b2f-f0bd-4925-a215-343fce137d0f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51423b2f-f0bd-4925-a215-343fce137d0f/51423b2f-f0bd-4925-a215-343fce137d0f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/51423b2f-f0bd-4925-a215-343fce137d0f/51423b2f-f0bd-4925-a215-343fce137d0f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Teacher Attrition in the UK: Economic Consequences and Implications for the 21st-Century WorkforceTeacher attrition rates in the United Kingdom have emerged as a pressing concern, bearing significant economic consequences and implications for the...</itunes:subtitle><itunes:summary><![CDATA[Teacher Attrition in the UK: Economic Consequences and Implications for the 21st-Century WorkforceTeacher attrition rates in the United Kingdom have emerged as a pressing concern, bearing significant economic consequences and implications for the modern workforce. This blog post aims to delve into the topic, shedding light on the loss of social and knowledge capital associated with teacher turnover and its impact on education and the economy.TEACHER ATTRITION RATES AND LOSS OF SOCIAL CAPITALAccording to recent studies, factors contributing to high teacher attrition rates in the UK include workload pressures, job dissatisfaction, lack of support, limited career progression opportunities, challenging student behavior, and inadequate compensation [1][2]. When experienced teachers depart, it results in the loss of social capital within schools and the educational community. Collaboration, mentoring, and institutional memory are disrupted, hampering professional growth and instructional quality.As Mary Bousted and Kevin Courtney from the National Education Union aptly put it, “Losing almost 35,000 teachers in a year is simply unacceptable, and is happening on this government’s watch” [3]. This statement highlights the need for concerted efforts to address the issue and prevent further loss of experienced educators.TEACHER ATTRITION RATES AND EROSION OF KNOWLEDGE CAPITALIn addition to social capital, the departure of teachers erodes knowledge capital within educational institutions. Research by Stern and Macpherson emphasizes that the loss of experienced teachers can lead to a decline in overall instructional quality [4]. The expertise, subject knowledge, and innovative teaching methods possessed by experienced teachers are invaluable assets for student achievement and educational outcomes.Moreover, the financial implications of high teacher turnover in the UK have been explored by Allen and Burgess. They estimate that the costs associated with recruiting, hiring, and training new teachers impose significant financial burdens on educational budgets and government expenditures [5].IMPLICATIONS FOR THE WORKFORCE OF THE 21ST CENTURYTeacher attrition and the subsequent erosion of social and knowledge capital have far-reaching implications for the 21st-century workforce. Reduced educational outcomes can contribute to a workforce with lower skills and competencies, impacting productivity and competitiveness [6]. Mismatched workforce skills may lead to unemployment or underemployment, hindering overall workforce development.Moreover, the societal costs associated with diminished educational quality are significant. Higher crime rates, increased welfare dependence, and reduced social mobility are among the challenges that arise from inadequate education [7]. These factors strain public resources and impede social progress.CONCLUSIONAddressing teacher attrition rates is crucial to mitigate the economic consequences and implications for the workforce of the 21st century. Investments in improving working conditions, providing support and professional development opportunities, and implementing policies to promote teacher retention are essential. Recognizing the value of social and knowledge capital within the teaching profession is key to fostering a strong and effective education system that positively impacts the economy and society as a whole.By Gavin Hoole]]></itunes:summary><itunes:duration>202</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Exams Results Time: Options and Opportunities</title><link>https://www.spreaker.com/episode/exams-results-time-options-and-opportunities--56343500</link><description><![CDATA[Exams Results Time: Options and OpportunitiesThis article reflects on  exam results time  and provides an overview of options and opportunities. With the unprecedented challenges caused by the disruption of Covid, growth in the 18-year-old population, a cost-of-living crisis and  intermittent strike action  , students find themselves facing a unique set of circumstances.As the exam results season beckons, students eagerly await their fate. The release of exam results marks a crucial juncture in the lives of young people, determining their next steps and future prospects. Parents’ reactions to exam result day can vary widely, ranging from nonchalance to profound anxiety. The stark contrast in their response reflects the diverse ways in which parents perceive and approach the significance of their children’s academic outcomes. In June 2023,  Ucas  warned that more disadvantaged students could miss out on university offers by 2030 due to increased competition for places.TRADITIONAL ACADEMIC ROUTES AND ALTERNATIVE OPTIONSThis year amid unprecedented challenges caused by the disruption of Covid, growth in the 18-year-old population, a cost-of-living crisis and intermittent strike action, students find themselves facing a unique set of circumstances. The options and opportunities available to them during this crucial and competitive time can impact significantly on their future prospects, career development and well-being. Let’s consider the various pathways that await students as they navigate the post-exam phase.Traditional Academic Routes: For some students the conventional academic route may be a preferred option. Scoring well in A levels or  T levels  opens doors to a wide range of higher education institutions across the country. As the competitive landscape becomes tougher with each passing year, universities can call the shots on who they will accept or reject. However, with increased competition, students should be aware of alternative options, including  Clearing  and Adjustment. Clearing allows for students to find available HE courses that still have places and Adjustment permits high achievers to explore better course options if they exceed their predicted grades.VOCATIONAL AND TECHNICAL EDUCATION:The growth in higher-degree apprenticeships should not be overlooked in both higher and further education settings.  Universities UK  has endorsed degree apprenticeships as a “success story” and released a ten-point plan for the government to support their growth. Many students find vocational and technical education (at all levels) better suited to their learning styles and needs e.g. courses that offer hands-on experience, practical skills, and direct pathways to specific industries. Earning whilst learning for some is essential – not simply an optional choice. A school leaver programme is a scheme run by large employers for school students, normally in Year 13, who have the qualifications to go to university, but would rather enter into the world of employment. Traineeships and apprenticeships serve similar yet distinct purposes. Traineeships for 16 — 23-year-olds, and young people with learning difficulty assessments up to age 25, focus more on developing general employability skills, whereas apprenticeships are job specific.GAP YEAR AND PERSONAL DEVELOPMENT:In the aftermath of the pandemic, some students might feel they want to spread their wings and seek opportunities for personal growth and development – or simply find opportunities to find out what they truly love doing. Engaging in volunteer work, side hustles, paid internships, or travel experiences can broaden perspectives and enhance valuable life skills. Many students who opt for a gap year often return to their studies with renewed focus and clarity about their career goals.ENTREPRENEURSHIP AND START-UPS:The rapidly evolving business landscape has sparked the interest of many budding entrepreneurs. For some students, the exam results period acts as a catalyst to...]]></description><guid isPermaLink="false">bLr38Kxg</guid><pubDate>Wed, 02 Aug 2023 07:31:21 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56343500/6cy7l1p3kdy6pppi8aplvtobwymijlciqpfro97f.mp3" length="2067168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/64677090-29dc-4e9c-93ec-3d6c40d436ab/64677090-29dc-4e9c-93ec-3d6c40d436ab.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/64677090-29dc-4e9c-93ec-3d6c40d436ab/64677090-29dc-4e9c-93ec-3d6c40d436ab.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/64677090-29dc-4e9c-93ec-3d6c40d436ab/64677090-29dc-4e9c-93ec-3d6c40d436ab.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Exams Results Time: Options and OpportunitiesThis article reflects on  exam results time  and provides an overview of options and opportunities. With the unprecedented challenges caused by the disruption of Covid, growth in the 18-year-old population,...</itunes:subtitle><itunes:summary><![CDATA[Exams Results Time: Options and OpportunitiesThis article reflects on  exam results time  and provides an overview of options and opportunities. With the unprecedented challenges caused by the disruption of Covid, growth in the 18-year-old population, a cost-of-living crisis and  intermittent strike action  , students find themselves facing a unique set of circumstances.As the exam results season beckons, students eagerly await their fate. The release of exam results marks a crucial juncture in the lives of young people, determining their next steps and future prospects. Parents’ reactions to exam result day can vary widely, ranging from nonchalance to profound anxiety. The stark contrast in their response reflects the diverse ways in which parents perceive and approach the significance of their children’s academic outcomes. In June 2023,  Ucas  warned that more disadvantaged students could miss out on university offers by 2030 due to increased competition for places.TRADITIONAL ACADEMIC ROUTES AND ALTERNATIVE OPTIONSThis year amid unprecedented challenges caused by the disruption of Covid, growth in the 18-year-old population, a cost-of-living crisis and intermittent strike action, students find themselves facing a unique set of circumstances. The options and opportunities available to them during this crucial and competitive time can impact significantly on their future prospects, career development and well-being. Let’s consider the various pathways that await students as they navigate the post-exam phase.Traditional Academic Routes: For some students the conventional academic route may be a preferred option. Scoring well in A levels or  T levels  opens doors to a wide range of higher education institutions across the country. As the competitive landscape becomes tougher with each passing year, universities can call the shots on who they will accept or reject. However, with increased competition, students should be aware of alternative options, including  Clearing  and Adjustment. Clearing allows for students to find available HE courses that still have places and Adjustment permits high achievers to explore better course options if they exceed their predicted grades.VOCATIONAL AND TECHNICAL EDUCATION:The growth in higher-degree apprenticeships should not be overlooked in both higher and further education settings.  Universities UK  has endorsed degree apprenticeships as a “success story” and released a ten-point plan for the government to support their growth. Many students find vocational and technical education (at all levels) better suited to their learning styles and needs e.g. courses that offer hands-on experience, practical skills, and direct pathways to specific industries. Earning whilst learning for some is essential – not simply an optional choice. A school leaver programme is a scheme run by large employers for school students, normally in Year 13, who have the qualifications to go to university, but would rather enter into the world of employment. Traineeships and apprenticeships serve similar yet distinct purposes. Traineeships for 16 — 23-year-olds, and young people with learning difficulty assessments up to age 25, focus more on developing general employability skills, whereas apprenticeships are job specific.GAP YEAR AND PERSONAL DEVELOPMENT:In the aftermath of the pandemic, some students might feel they want to spread their wings and seek opportunities for personal growth and development – or simply find opportunities to find out what they truly love doing. Engaging in volunteer work, side hustles, paid internships, or travel experiences can broaden perspectives and enhance valuable life skills. Many students who opt for a gap year often return to their studies with renewed focus and clarity about their career goals.ENTREPRENEURSHIP AND START-UPS:The rapidly evolving business landscape has sparked the interest of many budding entrepreneurs. For some students, the exam results period acts as a catalyst...]]></itunes:summary><itunes:duration>517</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Tackling education staff shortages can’t be a “one-solution fits all”</title><link>https://www.spreaker.com/episode/tackling-education-staff-shortages-can-t-be-a-one-solution-fits-all--56259651</link><description><![CDATA[Tackling education staff shortages can’t be a “one-solution fits all”In this article, Simon discusses how the focus for schools and trusts shouldn’t be on a one-solution fits all approach to the staffing crisis. Instead, a tailored strategy is needed, including leveraging social media, collaborative networks, and data analysis for training and development.Education continues to be one of the sectors hardest hit by staff shortages. Vacancies in English schools have doubled in the past two years, according to recent figures, with  some calling  the current staffing levels ‘dangerous’.As it stands, both recruitment and retention rates are issues and a  recent survey indicates  salary expectations are the main retention problem and a key recruitment barrier. On top of this, teacher workload, low morale, workplace stress and competition from the commercial sector are all playing a part.The varied vacancy picture across schools and trusts is fuelled by a supply shortage of candidates in the market and salary pressures brought on by competition from the commercial sector. As a result, the focus should not be on trying to find a one solution fits all, rather looking at what education leaders can do to tackle their staff shortages in the best way for them.IS IT TIME FOR A NEW RECRUITMENT STRATEGY?Overhauling an entire recruitment strategy can seem overwhelming and time-consuming. Nevertheless, the key is for HR leaders in trusts and schools to not just enlarge their recruitment net as much as possible. They also need to understand the different ways to reach the new generation of teaching staff, which may involve updating their overall strategy.Rather than restricting the posting of vacancies to the usual government websites or depending on the same education-specific recruitment companies, trusts and schools should also advertise on local authority-maintained spaces. This could include council owned businesses, youth centres, community hubs, libraries or leisure facilities. Indeed, understanding how and where each generation spends their time, looking for jobs or otherwise, can make all the difference.For example, social media has become a critical channel in reaching younger employees, with research revealing that  96% of recruiters  use these channels to find qualified candidates. By adapting job postings to match channels such as LinkedIn, Facebook and TikTok, education HR leaders can showcase culture creatively. Whilst enabling them to target candidates based on demographics, interests and other relevant criteria.On top of this, schools and trusts could look at digitising the recruitment process, attending career fairs, and hiring apprentices – to effectively tackle their specific staff shortages from multiple fronts.FOSTER COLLABORATIVE NETWORKSEach education institution will have its own collaborative network that it can tap into. For schools, ensuring this spans across other schools, educational organisations, and local councils, opens up the opportunity to share teacher resource which can help quickly tackle the staffing crisis. Teachers can then split their time between schools, making use of their time as efficiently as possible. With the added benefit of exposing them to further development opportunities, which can help increase overall morale.Within MATs specifically, teachers are employed by the trust and not individual schools. MATs should ensure they are leveraging the opportunities this model provides. With regards to recruitment, MATs can take advantage of economies of scale by centralising their workforce and deploying staff where they are needed the most.Not only does this take the pressure off, recruitment-wise, but working across multiple schools can help new teachers find out which environment would best suit their particular skillset. This makes it more likely they will thrive in their role and improves the likelihood of them staying long-term.STRENGTHEN TRAINING AND DEVELOPMENT TO RETAIN STAFFTo better understa...]]></description><guid isPermaLink="false">yzKq8pxg</guid><pubDate>Fri, 28 Jul 2023 08:32:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56259651/xa5ljy7lwrekkcbjhhbv8lu56srffsjlwcv0c0hd.mp3" length="2046816" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/89f5cdc8-1b0e-426c-a766-9317982b6b83/89f5cdc8-1b0e-426c-a766-9317982b6b83.txt" type="text/plain" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Tackling education staff shortages can’t be a “one-solution fits all”In this article, Simon discusses how the focus for schools and trusts shouldn’t be on a one-solution fits all approach to the staffing crisis. Instead, a tailored strategy is needed,...</itunes:subtitle><itunes:summary><![CDATA[Tackling education staff shortages can’t be a “one-solution fits all”In this article, Simon discusses how the focus for schools and trusts shouldn’t be on a one-solution fits all approach to the staffing crisis. Instead, a tailored strategy is needed, including leveraging social media, collaborative networks, and data analysis for training and development.Education continues to be one of the sectors hardest hit by staff shortages. Vacancies in English schools have doubled in the past two years, according to recent figures, with  some calling  the current staffing levels ‘dangerous’.As it stands, both recruitment and retention rates are issues and a  recent survey indicates  salary expectations are the main retention problem and a key recruitment barrier. On top of this, teacher workload, low morale, workplace stress and competition from the commercial sector are all playing a part.The varied vacancy picture across schools and trusts is fuelled by a supply shortage of candidates in the market and salary pressures brought on by competition from the commercial sector. As a result, the focus should not be on trying to find a one solution fits all, rather looking at what education leaders can do to tackle their staff shortages in the best way for them.IS IT TIME FOR A NEW RECRUITMENT STRATEGY?Overhauling an entire recruitment strategy can seem overwhelming and time-consuming. Nevertheless, the key is for HR leaders in trusts and schools to not just enlarge their recruitment net as much as possible. They also need to understand the different ways to reach the new generation of teaching staff, which may involve updating their overall strategy.Rather than restricting the posting of vacancies to the usual government websites or depending on the same education-specific recruitment companies, trusts and schools should also advertise on local authority-maintained spaces. This could include council owned businesses, youth centres, community hubs, libraries or leisure facilities. Indeed, understanding how and where each generation spends their time, looking for jobs or otherwise, can make all the difference.For example, social media has become a critical channel in reaching younger employees, with research revealing that  96% of recruiters  use these channels to find qualified candidates. By adapting job postings to match channels such as LinkedIn, Facebook and TikTok, education HR leaders can showcase culture creatively. Whilst enabling them to target candidates based on demographics, interests and other relevant criteria.On top of this, schools and trusts could look at digitising the recruitment process, attending career fairs, and hiring apprentices – to effectively tackle their specific staff shortages from multiple fronts.FOSTER COLLABORATIVE NETWORKSEach education institution will have its own collaborative network that it can tap into. For schools, ensuring this spans across other schools, educational organisations, and local councils, opens up the opportunity to share teacher resource which can help quickly tackle the staffing crisis. Teachers can then split their time between schools, making use of their time as efficiently as possible. With the added benefit of exposing them to further development opportunities, which can help increase overall morale.Within MATs specifically, teachers are employed by the trust and not individual schools. MATs should ensure they are leveraging the opportunities this model provides. With regards to recruitment, MATs can take advantage of economies of scale by centralising their workforce and deploying staff where they are needed the most.Not only does this take the pressure off, recruitment-wise, but working across multiple schools can help new teachers find out which environment would best suit their particular skillset. This makes it more likely they will thrive in their role and improves the likelihood of them staying long-term.STRENGTHEN TRAINING AND DEVELOPMENT TO RETAIN STAFFTo better...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Employee Ownership - A Better Model for Independent Training Providers</title><link>https://www.spreaker.com/episode/employee-ownership-a-better-model-for-independent-training-providers--56259650</link><description><![CDATA[Employee Ownership - A Better Model for Independent Training ProvidersHIT Training Ltd has recently put a majority of its shares into an Employee Ownership Trust to benefit its staff. HIT’s CEO, Jill Whittaker OBE, tells us why and what it means to her colleagues.You may have read recently that HIT Training has reached a big milestone in its 16-year journey – we have sold a majority shareholding to an Employee Ownership Trust (EOT), thus making our collective employees the majority shareholders of our company.SO WHY DID WE DECIDE TO DO THIS?When we started HIT in 2006 it was with money we raised from investment from our staff, a few suppliers and some friends. We knew every shareholder (we still do) and it was great that our staff could be part of the success of the business.Over the years, some of those people have stayed with us, some have moved on to pastures new; a very small number have asked to sell their shares, thus presenting an opportunity for existing staff to buy some shares. Fundamentally, though, our shareholding was limited largely to those who were there at the beginning. Back in 2019, we discussed this as a board and decided to look into ways that we could widen our staff participation in the business.We know that cash is tight, so selling chunks of shares at full market value to our colleagues would have meant that only people with deep pockets would be able to afford to buy shares, and we wanted everyone to have a real stake in the company, so that was out of the question.Covid came and went and one day I was having lunch with Amanda who runs Rinova (who we work with on some of our non-apprenticeship programmes) and she mentioned that Rinova was an Employee Ownership Trust (EOT). I asked her about it and a plan started to form. Serendipitously, the next day I was in a meeting with our company lawyers and Noel, our legal partner, said “I don’t know why you don’t do an Employee Ownership Trust, it’s right up HIT’s street”. We looked into it, and finally, in April this year, we completed the transactions that mean the EOT is in place.SO WHAT DOES IT MEAN?In total, 61.3% of the shares have been bought by the EOT, and put into the trust.We have appointed a trustee to look after the interests of the EOT and they will make sure that we don’t do anything daft with the company that will be detrimental to the value of that investment.In order to buy the shares back from shareholders and to put them into the trust we have used most of the cash in the business. Those selling shareholders benefitted from a tax free transaction. We have, of course, kept back what we need for day to day.The rest of what we owe for the shares is in the form of loan notes to the shareholders, and that will be paid off out of profits over the next few years at which point we will reach what is known as “Financial Freedom Day”, which means we don’t owe any more to those shareholders.As we get closer to that point we will consult with our colleagues to find out how they you want their interests as shareholders to be represented – that will still be via the appointed trustee who is already looking after their interests, but may also include an employee panel or board.This transaction won’t mean that individuals have shares but that they are owned on trust for the employee as beneficiaries. Leavers will cease to be beneficiaries.A BENEFIT OF EOTOne benefit of the EOT is that staff can participate in up to £3,600 of profit share tax free each tax year. We have decided that this should be on an equal basis whatever the role or salary, and will be pro-rata for any staff working part-time/shorter hours. We hope to make our first tax free bonus payment this year.This gives our colleagues real skin in the game, and an opportunity to not only influence the profits of the company with their great performance but also to share in those profits. Our staff are really happy to be part of the ownership of our funny little company.By Jill Whittaker OBE, Managi...]]></description><guid isPermaLink="false">VLeWdK9G</guid><pubDate>Fri, 28 Jul 2023 08:32:12 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56259650/9rqrbcivpd8scqm580p8sl3eqw93pqdkdxbgv8kd.mp3" length="1570896" type="audio/mpeg"/><itunes:author>FE News</itunes:author><itunes:subtitle>Employee Ownership - A Better Model for Independent Training ProvidersHIT Training Ltd has recently put a majority of its shares into an Employee Ownership Trust to benefit its staff. HIT’s CEO, Jill Whittaker OBE, tells us why and what it means to...</itunes:subtitle><itunes:summary><![CDATA[Employee Ownership - A Better Model for Independent Training ProvidersHIT Training Ltd has recently put a majority of its shares into an Employee Ownership Trust to benefit its staff. HIT’s CEO, Jill Whittaker OBE, tells us why and what it means to her colleagues.You may have read recently that HIT Training has reached a big milestone in its 16-year journey – we have sold a majority shareholding to an Employee Ownership Trust (EOT), thus making our collective employees the majority shareholders of our company.SO WHY DID WE DECIDE TO DO THIS?When we started HIT in 2006 it was with money we raised from investment from our staff, a few suppliers and some friends. We knew every shareholder (we still do) and it was great that our staff could be part of the success of the business.Over the years, some of those people have stayed with us, some have moved on to pastures new; a very small number have asked to sell their shares, thus presenting an opportunity for existing staff to buy some shares. Fundamentally, though, our shareholding was limited largely to those who were there at the beginning. Back in 2019, we discussed this as a board and decided to look into ways that we could widen our staff participation in the business.We know that cash is tight, so selling chunks of shares at full market value to our colleagues would have meant that only people with deep pockets would be able to afford to buy shares, and we wanted everyone to have a real stake in the company, so that was out of the question.Covid came and went and one day I was having lunch with Amanda who runs Rinova (who we work with on some of our non-apprenticeship programmes) and she mentioned that Rinova was an Employee Ownership Trust (EOT). I asked her about it and a plan started to form. Serendipitously, the next day I was in a meeting with our company lawyers and Noel, our legal partner, said “I don’t know why you don’t do an Employee Ownership Trust, it’s right up HIT’s street”. We looked into it, and finally, in April this year, we completed the transactions that mean the EOT is in place.SO WHAT DOES IT MEAN?In total, 61.3% of the shares have been bought by the EOT, and put into the trust.We have appointed a trustee to look after the interests of the EOT and they will make sure that we don’t do anything daft with the company that will be detrimental to the value of that investment.In order to buy the shares back from shareholders and to put them into the trust we have used most of the cash in the business. Those selling shareholders benefitted from a tax free transaction. We have, of course, kept back what we need for day to day.The rest of what we owe for the shares is in the form of loan notes to the shareholders, and that will be paid off out of profits over the next few years at which point we will reach what is known as “Financial Freedom Day”, which means we don’t owe any more to those shareholders.As we get closer to that point we will consult with our colleagues to find out how they you want their interests as shareholders to be represented – that will still be via the appointed trustee who is already looking after their interests, but may also include an employee panel or board.This transaction won’t mean that individuals have shares but that they are owned on trust for the employee as beneficiaries. Leavers will cease to be beneficiaries.A BENEFIT OF EOTOne benefit of the EOT is that staff can participate in up to £3,600 of profit share tax free each tax year. We have decided that this should be on an equal basis whatever the role or salary, and will be pro-rata for any staff working part-time/shorter hours. We hope to make our first tax free bonus payment this year.This gives our colleagues real skin in the game, and an opportunity to not only influence the profits of the company with their great performance but also to share in those profits. Our staff are really happy to be part of the ownership of our funny little company.By Jill Whittaker OBE,...]]></itunes:summary><itunes:duration>262</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Coaching Culture is the key to tackling uncertainty in the education sector</title><link>https://www.spreaker.com/episode/coaching-culture-is-the-key-to-tackling-uncertainty-in-the-education-sector--56245355</link><description><![CDATA[New insights from BetterUp show that uncertainty in the education sector has nearly doubled in three years. Dr. Kristi Leimgruber, Behavioural Scientist, PhD explains how coaching culture enables workplace success.Recent research from BetterUp’s Coaching Culture Insights Report shows that uncertainty in the education sector has nearly doubled in the last three years, which should come as no surprise given news of debates and strikes over fair pay and workload dominating recent headlines.However, the impact increasing uncertainty is having on staff within the sector cannot be understated. According to the Teacher Wellbeing Index, 72% of teachers report being stressed and overworked, while 77% of teachers report negative impacts on their mental health as a direct result of their work.With poor well-being and excessive workload driving a mental health crisis within the education sector, it is no wonder that engagement and retention are suffering. In fact, recent data from the National Education Union shows that nearly half of the teacher workforce is planning a career change in the next five years.This raises the question – what can education leaders do to combat this? The solution starts with cultivating a coaching culture.Embedding a Coaching CultureCoaching Culture means setting up the foundation – the delivery system and pathways – by which any transformation or organisational needs can be addressed over time. People play an essential role in helping to fuel an organisation’s transformation – whether it be growth and expansion or technological advancement. In order to do so, however, they need to be provided with the tools to navigate change with confidence and clarity.Through consistent organisational, co-worker and managerial practices, an environment of continuous learning and development empowers employees at all levels to address business needs dynamically. However, these benefits are twofold, and while employees gain confidence professionally, an embedded Coaching Culture can also improve psychological safety and a sense of belonging. More than just benefiting business growth, this environment also encourages a renewed focus on the wellbeing and mental fitness of employees.The impact of this on the business is clear, with BetterUp’s recent report showing that an embedded Coaching Culture can drive revenue five-year growth by 21%. At a time when socio-economic uncertainty in the sector is rife, putting processes in place which can help organisations and their people to grow, transform and succeed are imperative.Cultivating Critical SkillsThere are many factors driving uncertainty throughout the education sector, with new technologies, such as artificial intelligence and automation amongst them. And, while they may not pose as much of an immediate threat to job security in the education sector, they will certainly require educators to develop new skills and mindsets to adopt and adapt to these technologies.According to the World Economic Forum, 44% of the skills that employees need to perform their roles will have changed by 2030, resulting in 9 out of 10 workers requiring some form of reskilling. When we compare this projection with the recent finding that three in five employees currently do not feel they have the skills to adapt to future technological innovation, it is blatantly clear that transforming the workforce is essential. In order to do this, organisations need to first shift mindsets and create coaching cultures that encourage personal and professional growth at all levels, from the top of the organisation to managers and teams.Employees in Coaching Cultures outpace their peers in key skills like problem-solving (+14%), self-efficacy (+13%) and future-mindedness (+18%), giving them a clear advantage in preparing for potential challenges and operating at peak performance in the face of uncertainty.Moreover, with 86% of UK workers stating that future-mindedness is not one of their strengths, having a culture of...]]></description><guid isPermaLink="false">bx1BeQ9D</guid><pubDate>Thu, 27 Jul 2023 07:45:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56245355/29qxybee8w6f8uf959tj65kjycqgtvsatulevczr.mp3" length="2262960" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/636c9044-a275-470c-a04b-4868396bdee5/636c9044-a275-470c-a04b-4868396bdee5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/636c9044-a275-470c-a04b-4868396bdee5/636c9044-a275-470c-a04b-4868396bdee5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/636c9044-a275-470c-a04b-4868396bdee5/636c9044-a275-470c-a04b-4868396bdee5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>New insights from BetterUp show that uncertainty in the education sector has nearly doubled in three years. Dr. Kristi Leimgruber, Behavioural Scientist, PhD explains how coaching culture enables workplace success.Recent research from BetterUp’s...</itunes:subtitle><itunes:summary><![CDATA[New insights from BetterUp show that uncertainty in the education sector has nearly doubled in three years. Dr. Kristi Leimgruber, Behavioural Scientist, PhD explains how coaching culture enables workplace success.Recent research from BetterUp’s Coaching Culture Insights Report shows that uncertainty in the education sector has nearly doubled in the last three years, which should come as no surprise given news of debates and strikes over fair pay and workload dominating recent headlines.However, the impact increasing uncertainty is having on staff within the sector cannot be understated. According to the Teacher Wellbeing Index, 72% of teachers report being stressed and overworked, while 77% of teachers report negative impacts on their mental health as a direct result of their work.With poor well-being and excessive workload driving a mental health crisis within the education sector, it is no wonder that engagement and retention are suffering. In fact, recent data from the National Education Union shows that nearly half of the teacher workforce is planning a career change in the next five years.This raises the question – what can education leaders do to combat this? The solution starts with cultivating a coaching culture.Embedding a Coaching CultureCoaching Culture means setting up the foundation – the delivery system and pathways – by which any transformation or organisational needs can be addressed over time. People play an essential role in helping to fuel an organisation’s transformation – whether it be growth and expansion or technological advancement. In order to do so, however, they need to be provided with the tools to navigate change with confidence and clarity.Through consistent organisational, co-worker and managerial practices, an environment of continuous learning and development empowers employees at all levels to address business needs dynamically. However, these benefits are twofold, and while employees gain confidence professionally, an embedded Coaching Culture can also improve psychological safety and a sense of belonging. More than just benefiting business growth, this environment also encourages a renewed focus on the wellbeing and mental fitness of employees.The impact of this on the business is clear, with BetterUp’s recent report showing that an embedded Coaching Culture can drive revenue five-year growth by 21%. At a time when socio-economic uncertainty in the sector is rife, putting processes in place which can help organisations and their people to grow, transform and succeed are imperative.Cultivating Critical SkillsThere are many factors driving uncertainty throughout the education sector, with new technologies, such as artificial intelligence and automation amongst them. And, while they may not pose as much of an immediate threat to job security in the education sector, they will certainly require educators to develop new skills and mindsets to adopt and adapt to these technologies.According to the World Economic Forum, 44% of the skills that employees need to perform their roles will have changed by 2030, resulting in 9 out of 10 workers requiring some form of reskilling. When we compare this projection with the recent finding that three in five employees currently do not feel they have the skills to adapt to future technological innovation, it is blatantly clear that transforming the workforce is essential. In order to do this, organisations need to first shift mindsets and create coaching cultures that encourage personal and professional growth at all levels, from the top of the organisation to managers and teams.Employees in Coaching Cultures outpace their peers in key skills like problem-solving (+14%), self-efficacy (+13%) and future-mindedness (+18%), giving them a clear advantage in preparing for potential challenges and operating at peak performance in the face of uncertainty.Moreover, with 86% of UK workers stating that future-mindedness is not one of their strengths, having a...]]></itunes:summary><itunes:duration>378</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Assessing the usage of, and attitudes towards, AI in education</title><link>https://www.spreaker.com/episode/assessing-the-usage-of-and-attitudes-towards-ai-in-education--56245356</link><description><![CDATA[The recent emergence of accessible, generative AI tools such as ChatGPT has sparked much conversation and varying degrees of concern, optimism and uncertainty, but what kind of place does AI have in education?As AI is here to stay, it’s important to consider how we should respond to such advances in technology, to ensure we are moving with the times, whilst protecting pupils and professionals in the sector and continuing to deliver high quality education. This will involve looking at both sides of the coin: namely the benefits and risks of adopting AI in the education sector.Optimism for AIAccording to our latest research – referenced throughout – half (50%) of teaching employers and 44% of teaching professionals believe we should embrace AI in the workplace. Although this figure is slightly lower than the UK average of those who are ready to embrace AI (56%), only 9% of teaching employers and 14% of professionals are of the belief that AI should be feared. The remaining respondents reflect the sense of uncertainty felt by many, as 41% of teaching employers and 42% of professionals say they are unsure whether we should worry about AI within education or welcome it with open arms.When utilised effectively, technology has the power to transform education, for both teaching professionals and pupils. For instance, technology grants teachers better access to content and resources to support lesson planning, as well as a software to allow them to work smarter, not harder, when planning lessons and marking work. In the classroom, tech helps to engage and motivate students, support different learning needs and prepare students for successful careers in a digitally enabled world.AI could unlock even greater opportunities to improve education; according to our research, cost savings, improved productivity and improved creativity and innovation were cited as the main benefits AI could offer teaching organisations. The AI tool ChatGPT specifically has been praised for the fact it is widely accessible and is right at our fingertips to be taken advantage of within the education sector.The use of AI in education could present opportunities for both teaching professionals and students to upskill, to equip them with the digital skills they need today to future-proof their careers. However, understandably so, there are doubts over the implications of adopting AI within education and the negative impact of failing to proceed with caution. Although the debate is by no means black and white, the extent to which AI might hinder, rather than help, education is a concern for many.Our research reveals that over half (56%) of education employers intend to allow staff to use AI tools like ChatGPT but will monitor usage and 12% will allow staff to use AI unmonitored. Whilst AI technology could be applied for good, nearly a third (29%) of employers anticipate they will ban AI tools, which illustrates the attitudes against the use of AI in education, but what are the obstacles making some people concerned about AI and therefore reluctant to embrace it?Challenges to consider  The question of how best to navigate AI in education is a complex one, particularly when it comes to students using tools like ChatGPT. AI could be seen as a threat to education, raising a number of issues surrounding pupils not reaching their full potential and instead relying on AI to produce work for them, as well as problems around plagiarism.On the flip side, ChatGPT could be used as a research tool for example, to support a student with a project but not replace their writing skills, creativity and original thought. It’s also important to question how much we ought to trust AI as well as the overall reliability of a tool like ChatGPT, which may spread inaccurate information, hence why fact-checking is crucial. Taking both sides into account, ChatGPT could be used to complement education, but an awareness of the growing number of students using AI and the associated drawbacks is v...]]></description><guid isPermaLink="false">Y9gDkwzk</guid><pubDate>Thu, 27 Jul 2023 07:36:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56245356/vsta6atzdxs5hon5j30bcusq8lwxjqjvvmuglohj.mp3" length="2311200" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df78a3bf-6612-42fc-b1e8-1748d4981315/df78a3bf-6612-42fc-b1e8-1748d4981315.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df78a3bf-6612-42fc-b1e8-1748d4981315/df78a3bf-6612-42fc-b1e8-1748d4981315.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/df78a3bf-6612-42fc-b1e8-1748d4981315/df78a3bf-6612-42fc-b1e8-1748d4981315.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The recent emergence of accessible, generative AI tools such as ChatGPT has sparked much conversation and varying degrees of concern, optimism and uncertainty, but what kind of place does AI have in education?As AI is here to stay, it’s important to...</itunes:subtitle><itunes:summary><![CDATA[The recent emergence of accessible, generative AI tools such as ChatGPT has sparked much conversation and varying degrees of concern, optimism and uncertainty, but what kind of place does AI have in education?As AI is here to stay, it’s important to consider how we should respond to such advances in technology, to ensure we are moving with the times, whilst protecting pupils and professionals in the sector and continuing to deliver high quality education. This will involve looking at both sides of the coin: namely the benefits and risks of adopting AI in the education sector.Optimism for AIAccording to our latest research – referenced throughout – half (50%) of teaching employers and 44% of teaching professionals believe we should embrace AI in the workplace. Although this figure is slightly lower than the UK average of those who are ready to embrace AI (56%), only 9% of teaching employers and 14% of professionals are of the belief that AI should be feared. The remaining respondents reflect the sense of uncertainty felt by many, as 41% of teaching employers and 42% of professionals say they are unsure whether we should worry about AI within education or welcome it with open arms.When utilised effectively, technology has the power to transform education, for both teaching professionals and pupils. For instance, technology grants teachers better access to content and resources to support lesson planning, as well as a software to allow them to work smarter, not harder, when planning lessons and marking work. In the classroom, tech helps to engage and motivate students, support different learning needs and prepare students for successful careers in a digitally enabled world.AI could unlock even greater opportunities to improve education; according to our research, cost savings, improved productivity and improved creativity and innovation were cited as the main benefits AI could offer teaching organisations. The AI tool ChatGPT specifically has been praised for the fact it is widely accessible and is right at our fingertips to be taken advantage of within the education sector.The use of AI in education could present opportunities for both teaching professionals and students to upskill, to equip them with the digital skills they need today to future-proof their careers. However, understandably so, there are doubts over the implications of adopting AI within education and the negative impact of failing to proceed with caution. Although the debate is by no means black and white, the extent to which AI might hinder, rather than help, education is a concern for many.Our research reveals that over half (56%) of education employers intend to allow staff to use AI tools like ChatGPT but will monitor usage and 12% will allow staff to use AI unmonitored. Whilst AI technology could be applied for good, nearly a third (29%) of employers anticipate they will ban AI tools, which illustrates the attitudes against the use of AI in education, but what are the obstacles making some people concerned about AI and therefore reluctant to embrace it?Challenges to consider  The question of how best to navigate AI in education is a complex one, particularly when it comes to students using tools like ChatGPT. AI could be seen as a threat to education, raising a number of issues surrounding pupils not reaching their full potential and instead relying on AI to produce work for them, as well as problems around plagiarism.On the flip side, ChatGPT could be used as a research tool for example, to support a student with a project but not replace their writing skills, creativity and original thought. It’s also important to question how much we ought to trust AI as well as the overall reliability of a tool like ChatGPT, which may spread inaccurate information, hence why fact-checking is crucial. Taking both sides into account, ChatGPT could be used to complement education, but an awareness of the growing number of students using AI and the associated drawbacks...]]></itunes:summary><itunes:duration>386</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Creating and filling two million green jobs is going to require a major training shake-up</title><link>https://www.spreaker.com/episode/creating-and-filling-two-million-green-jobs-is-going-to-require-a-major-training-shake-up--56226134</link><description><![CDATA[Creating and filling two million green jobs is going to require a major training shake-upRichard Ng, former teacher, edtech entrepreneur and CTO of  Greenworkx  , explains why the UK’s mounting green skills shortfall necessitates a wholesale rethink of existing training pathways towards the green jobs of tomorrow.With another Net Zero Week behind us, there’s an ugly truth to confront: in just four years, the UK has gone from being a genuine global leader in net zero to now being  roundly criticised  by the independent Climate Change Committee watchdog.Unfortunately, it’s the young people and reskilling adults whom we serve in the education sector that will suffer the most from this – and decisive action will be needed to secure their futures.GOVERNMENT DELIVERY THAT REQUIRES IMPROVEMENTBack in 2019, the UK became the first G7 nation to legislate for legally-binding  net zero targets  .Now, four years and three Prime Ministers later, the Climate Change Committee has observed that the Government’s activities “[do] not show satisfactory progress”.By Ofsted’s grading system, that would make it ‘Inadequate’ – the only level below the old ‘Satisfactory’ grade.Ambitious targets which lack follow-up delivery is, of course, entirely familiar to those of us who work in the education sector and have seen  government targets on teacher training repeatedly missed  .However, there are even larger targets in the green workforce – with seriously high stakes for if they get missed.CHALLENGES FOR THE WORKFORCE, CLIMATE AND ECONOMYThere are an estimated 30-60 million green workers needed by 2030 globally, with the UK Government targeting the creation of two million skilled green jobs over the same period.These roles are a mammoth billion-pound bottleneck for our economy and net-zero – with the £1.5 billion Green Homes Grant from a few years ago  derailed by a workforce shortage  .This has real, material consequences for families and communities – which we saw in last year’s energy bills crisis, with the UK’s energy-leaky homes exacerbating the problems in energy supply.The Government – and UK taxpayers – had to cough up £40 billion to subsidise bills. For context, that is over one-third of the entire Department for Education budget.So, it’s clear that there is both a moral imperative and economic imperative to prioritise  green jobs  and skills.What does it mean in practice?INCREASING VISIBILITY ON GREEN JOBSTo begin with, we need to make sure that learners can access and understand what these green jobs are and why they’re important.When I talk to learners and teachers, I’ve found that some think a green job means being a tree-planter. Others think it means getting a fancy degree and developing some sophisticated carbon capture machine.For example, most people have never heard of a ‘retrofit assessor’ – but we’ll need 50,000 of them in the UK by 2030.It adds up to half a million people needed in domestic retrofit roles by 2030 – making net zero a brilliant career opportunity for people looking for futureproof skills that make a difference and get them into a high-growth sector.A NEED-INFORMED APPROACH TO TRAINING AND QUALIFICATIONSBut we’ll also need a large-scale change in the approach to training and qualification pathways.For example, it could take you as long as five years to even start a solar panel installation qualification – because the existing system tries to shepherd people through a full electrical qualification as an entry requirement.This needs to change.Firstly, it’s not suited to industry. Employers don’t need a full team of electricians to installer solar panels – they know that a lot of the installation work can be done by skilled roofers.Secondly, it deters people from the career. Five years of pre-training before you can start your actual training for the job is a tough pill to swallow, particular for adult learners who might be reskilling.Finally, and most critically, it won’t get us to  net-zero  . There simply isn’t the t...]]></description><guid isPermaLink="false">E9boVXzZ</guid><pubDate>Wed, 26 Jul 2023 08:33:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56226134/agzdxrpb0dxeiguxdqupl0aiq4esqypnbyq5xbxi.mp3" length="2110608" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e80d9486-8755-4380-b26a-e6457d301137/e80d9486-8755-4380-b26a-e6457d301137.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e80d9486-8755-4380-b26a-e6457d301137/e80d9486-8755-4380-b26a-e6457d301137.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e80d9486-8755-4380-b26a-e6457d301137/e80d9486-8755-4380-b26a-e6457d301137.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Creating and filling two million green jobs is going to require a major training shake-upRichard Ng, former teacher, edtech entrepreneur and CTO of  Greenworkx  , explains why the UK’s mounting green skills shortfall necessitates a wholesale rethink...</itunes:subtitle><itunes:summary><![CDATA[Creating and filling two million green jobs is going to require a major training shake-upRichard Ng, former teacher, edtech entrepreneur and CTO of  Greenworkx  , explains why the UK’s mounting green skills shortfall necessitates a wholesale rethink of existing training pathways towards the green jobs of tomorrow.With another Net Zero Week behind us, there’s an ugly truth to confront: in just four years, the UK has gone from being a genuine global leader in net zero to now being  roundly criticised  by the independent Climate Change Committee watchdog.Unfortunately, it’s the young people and reskilling adults whom we serve in the education sector that will suffer the most from this – and decisive action will be needed to secure their futures.GOVERNMENT DELIVERY THAT REQUIRES IMPROVEMENTBack in 2019, the UK became the first G7 nation to legislate for legally-binding  net zero targets  .Now, four years and three Prime Ministers later, the Climate Change Committee has observed that the Government’s activities “[do] not show satisfactory progress”.By Ofsted’s grading system, that would make it ‘Inadequate’ – the only level below the old ‘Satisfactory’ grade.Ambitious targets which lack follow-up delivery is, of course, entirely familiar to those of us who work in the education sector and have seen  government targets on teacher training repeatedly missed  .However, there are even larger targets in the green workforce – with seriously high stakes for if they get missed.CHALLENGES FOR THE WORKFORCE, CLIMATE AND ECONOMYThere are an estimated 30-60 million green workers needed by 2030 globally, with the UK Government targeting the creation of two million skilled green jobs over the same period.These roles are a mammoth billion-pound bottleneck for our economy and net-zero – with the £1.5 billion Green Homes Grant from a few years ago  derailed by a workforce shortage  .This has real, material consequences for families and communities – which we saw in last year’s energy bills crisis, with the UK’s energy-leaky homes exacerbating the problems in energy supply.The Government – and UK taxpayers – had to cough up £40 billion to subsidise bills. For context, that is over one-third of the entire Department for Education budget.So, it’s clear that there is both a moral imperative and economic imperative to prioritise  green jobs  and skills.What does it mean in practice?INCREASING VISIBILITY ON GREEN JOBSTo begin with, we need to make sure that learners can access and understand what these green jobs are and why they’re important.When I talk to learners and teachers, I’ve found that some think a green job means being a tree-planter. Others think it means getting a fancy degree and developing some sophisticated carbon capture machine.For example, most people have never heard of a ‘retrofit assessor’ – but we’ll need 50,000 of them in the UK by 2030.It adds up to half a million people needed in domestic retrofit roles by 2030 – making net zero a brilliant career opportunity for people looking for futureproof skills that make a difference and get them into a high-growth sector.A NEED-INFORMED APPROACH TO TRAINING AND QUALIFICATIONSBut we’ll also need a large-scale change in the approach to training and qualification pathways.For example, it could take you as long as five years to even start a solar panel installation qualification – because the existing system tries to shepherd people through a full electrical qualification as an entry requirement.This needs to change.Firstly, it’s not suited to industry. Employers don’t need a full team of electricians to installer solar panels – they know that a lot of the installation work can be done by skilled roofers.Secondly, it deters people from the career. Five years of pre-training before you can start your actual training for the job is a tough pill to swallow, particular for adult learners who might be reskilling.Finally, and most critically, it won’t get us to  net-zero  . There simply isn’t...]]></itunes:summary><itunes:duration>352</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Technology in education: Between opportunities and challenges for the future of learning</title><link>https://www.spreaker.com/episode/technology-in-education-between-opportunities-and-challenges-for-the-future-of-learning--56226133</link><description><![CDATA[Technology in education: Between opportunities and challenges for the future of learningIn this article, the author discusses when and how to use technology, but also, critically, when not to use it. This ability to discern is becoming a critical skill for 21st century education leaders to serve our educational objectives.Every turn we take, it seems that a new technological tool is being added to society’s armour. Ministers of Education are being called upon to make quick decisions upon whether those new tools are ones we invest in, with huge implications for our purse strings, for the responsibility they place on teachers, and ultimately for our learners.I am a wholehearted believer in the benefits that can come from imagining technology as an enabler. Before becoming Education Minister and Chief Innovation Officer, I worked with multiple technologies to develop prosthetic sockets for amputees, a system that enables people to walk with greater comfort; to walk to school and on through life. My role now as Chief Minister for the Government of Sierra Leone continues to draw on this link.NEW IDEAS LEAD TO DIGITAL TRANSFORMATIONNew ideas lead to digital transformation, which feeds back in turn to help us improve education systems. Together, education and technology can lead to wholistic system level quality improvement and greater equity for society.But, the relationship between education and technology is delicate, in particular digital technology, which the new  Global Education Monitoring Report by UNESCO  has unpacked this month, entitled  ‘Technology in education: a tool on whose terms?’  . Understanding when and how to use technology, but also, critically, when not to use it to serve our educational objectives is becoming a critical skill for 21st century education leaders.There are multiple benefits, for instance, that come from handling the data generated by education systems and using it to improve the effectiveness and efficiency of our education systems to cater for the education needs of all children. But, there are also risks that come with jumping in at the deep end too quickly, or flinching every time a new product is released. For us to be tech-savvy, in other words, we must be savvy about the education systems we want to create.In Sierra Leone, we have tried to prioritize the technology we believe can strengthen our education management. We have invested in data brought by technology that can give us a picture of the health of our education system, just as it can help us make sure that the learning journeys of each and every child is on the right path. Our push for radical inclusion is not only fuelled by, but depends upon data. We count everyone so that no-one is left out. Our EdTech strategy is firmly synchronized with our long-term vision of delivering inclusive, quality education for all learners and teachers.When it works well, the data we generate in our education system is the best guide for the policies we need to implement to make things better. This is true for policy makers as it is for teachers, school directors, teachers, parents and communities. Our leaders in primary schools are now prepared to use tablets to collect and apply dynamic data to manage their schools; to oversee teacher registration, student enrolment and attendance.#TECHONOURTERMSWe are investing in #TechOnOurTerms, which implies only the tools that we believe support our learning objectives. Building systems based on unique student and school identifiers as we have done since 2018 helps unequivocally, for example. Our digitized annual school census can flag up an issue far faster than many physical inspection visits could do – albeit we need both.Problem areas such as inequality in school and inefficient resource distribution can also be prevented if we can visualize them. The new GEM Report reminds us that the use of geospatial data does just that. It remains nascent in low- and lower-middle-income countries, even though it is need...]]></description><guid isPermaLink="false">5zqMe0zQ</guid><pubDate>Wed, 26 Jul 2023 08:33:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56226133/9kz60dahgdymr9tpyyf4mwzaqe5llahlaw92nhwd.mp3" length="2181312" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9279b1-0d92-47b8-a36b-f0bb83409853/4d9279b1-0d92-47b8-a36b-f0bb83409853.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9279b1-0d92-47b8-a36b-f0bb83409853/4d9279b1-0d92-47b8-a36b-f0bb83409853.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4d9279b1-0d92-47b8-a36b-f0bb83409853/4d9279b1-0d92-47b8-a36b-f0bb83409853.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Technology in education: Between opportunities and challenges for the future of learningIn this article, the author discusses when and how to use technology, but also, critically, when not to use it. This ability to discern is becoming a critical...</itunes:subtitle><itunes:summary><![CDATA[Technology in education: Between opportunities and challenges for the future of learningIn this article, the author discusses when and how to use technology, but also, critically, when not to use it. This ability to discern is becoming a critical skill for 21st century education leaders to serve our educational objectives.Every turn we take, it seems that a new technological tool is being added to society’s armour. Ministers of Education are being called upon to make quick decisions upon whether those new tools are ones we invest in, with huge implications for our purse strings, for the responsibility they place on teachers, and ultimately for our learners.I am a wholehearted believer in the benefits that can come from imagining technology as an enabler. Before becoming Education Minister and Chief Innovation Officer, I worked with multiple technologies to develop prosthetic sockets for amputees, a system that enables people to walk with greater comfort; to walk to school and on through life. My role now as Chief Minister for the Government of Sierra Leone continues to draw on this link.NEW IDEAS LEAD TO DIGITAL TRANSFORMATIONNew ideas lead to digital transformation, which feeds back in turn to help us improve education systems. Together, education and technology can lead to wholistic system level quality improvement and greater equity for society.But, the relationship between education and technology is delicate, in particular digital technology, which the new  Global Education Monitoring Report by UNESCO  has unpacked this month, entitled  ‘Technology in education: a tool on whose terms?’  . Understanding when and how to use technology, but also, critically, when not to use it to serve our educational objectives is becoming a critical skill for 21st century education leaders.There are multiple benefits, for instance, that come from handling the data generated by education systems and using it to improve the effectiveness and efficiency of our education systems to cater for the education needs of all children. But, there are also risks that come with jumping in at the deep end too quickly, or flinching every time a new product is released. For us to be tech-savvy, in other words, we must be savvy about the education systems we want to create.In Sierra Leone, we have tried to prioritize the technology we believe can strengthen our education management. We have invested in data brought by technology that can give us a picture of the health of our education system, just as it can help us make sure that the learning journeys of each and every child is on the right path. Our push for radical inclusion is not only fuelled by, but depends upon data. We count everyone so that no-one is left out. Our EdTech strategy is firmly synchronized with our long-term vision of delivering inclusive, quality education for all learners and teachers.When it works well, the data we generate in our education system is the best guide for the policies we need to implement to make things better. This is true for policy makers as it is for teachers, school directors, teachers, parents and communities. Our leaders in primary schools are now prepared to use tablets to collect and apply dynamic data to manage their schools; to oversee teacher registration, student enrolment and attendance.#TECHONOURTERMSWe are investing in #TechOnOurTerms, which implies only the tools that we believe support our learning objectives. Building systems based on unique student and school identifiers as we have done since 2018 helps unequivocally, for example. Our digitized annual school census can flag up an issue far faster than many physical inspection visits could do – albeit we need both.Problem areas such as inequality in school and inefficient resource distribution can also be prevented if we can visualize them. The new GEM Report reminds us that the use of geospatial data does just that. It remains nascent in low- and lower-middle-income countries, even though it is...]]></itunes:summary><itunes:duration>364</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Achieving Your Potential: A guide to making the move from school to FE and apprenticeships</title><link>https://www.spreaker.com/episode/achieving-your-potential-a-guide-to-making-the-move-from-school-to-fe-and-apprenticeships--56226132</link><description><![CDATA[Achieving Your Potential: A guide to making the move from school to FE and apprenticeships - for young people with vision impairmentsMany school leavers are keen to start their careers in an apprenticeship. Students with visual impairments are no exception, though they can face additional hurdles finding and securing an apprenticeship that suits them.This guide will take you through what an  apprenticeship  is, how to choose one that helps you fulfil your potential in the workplace, and how to communicate your accessibility needs.As the merits of a diverse workforce are becoming more apparent to business leaders,  Diversity, Equity and Inclusion  are core values of any modern business. However, RNIB studies show that only 1 in 4 people registered as blind or partially sighted are in employment. A number that hasn’t significantly changed in over 30 years. Clearly, it’s time to make a change!While all young people need to stay in some kind of education up to the age of 18, apprenticeships are becoming a popular way to bridge the gap between school and the workplace. There are over 300 apprenticeships available now in England. These prepare young people for their careers and provide a sound basis for on-the-job learning.Although many school leavers are keen to start their careers in an apprenticeship, students with visual impairments can face additional hurdles when finding and securing an apprenticeship that suits them. Meanwhile, organisations might not be sure how they can support a student with visual impairments.The good news is that there is technology and support in place to make an apprenticeship a fantastic option for school leavers who are blind or partially sighted.Read on to find out how to find the right course and get the support and adjustments you need as a student with a visual impairment; and find out how as a business – you can easily employ an apprentice with sight loss and ensure they are a valuable addition to your team.WHAT IS AN APPRENTICESHIP?An apprenticeship is an on-the-job learning experience. The apprentice works with an employer and has time at college to study their chosen course, which is related to that role.There are a number of different apprenticeships available to young people over 16. These are:-  Level 2 – Intermediate level, which is equivalent to 5 GCSE’s.-  Level 3 – Advanced level, which is equivalent to 2 A Levels-  Levels 4, 5, 6 &amp; 7 – Higher Level, equivalent to a foundation degree and above-  Levels 6 &amp; 7 – Degree Level, equivalent to a bachelor’s or masters degreeWHAT ARE THE CRITERIA FOR AN APPRENTICESHIP?You must be over 16 or over and live in England to start your apprenticeship.There are apprenticeships in  Scotland  ,  Wales  or  Northern Ireland  though these have slightly different criteria. This article relates to apprenticeships in England, though some similarities may occur.Many will not require any previous experience or qualification, but for others you may need previous qualifications such as maths or English GCSE. This depends on the apprenticeship level.BENEFITS OF APPRENTICESHIPSDifferent to higher education courses, an apprenticeship means you study ‘on the job’. Apprentices are paid for their work and receive paid holidays. You will gain real-life work experience and gain  workplace skills  that you learn from experienced colleagues.In addition to working, you will have time allocated each week to train and study for your role. At least 20% of your normal working hours are spent on training and study. This training and study might take place in your workplace, at college, with a training provider or even online.WHAT SUPPORT IS AVAILABLE DURING COLLEGE STUDIES?Further education (FE) colleges support students with special educational needs and disabilities (SEND) in similar ways to schools. There is a  SEND Code of Practice: 0-25 years  which colleges must follow, and as  part of the Equality Act 2010  , mainstream FE colleges must do everything they reasona...]]></description><guid isPermaLink="false">Zxn5O0Lj</guid><pubDate>Wed, 26 Jul 2023 08:33:06 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56226132/q5c0vu7anpnm0piorkcf6dxw5awyjg4nbgh35vvm.mp3" length="3717936" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2e54da8-b0cb-4406-9ec8-b2dada8695cc/e2e54da8-b0cb-4406-9ec8-b2dada8695cc.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2e54da8-b0cb-4406-9ec8-b2dada8695cc/e2e54da8-b0cb-4406-9ec8-b2dada8695cc.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2e54da8-b0cb-4406-9ec8-b2dada8695cc/e2e54da8-b0cb-4406-9ec8-b2dada8695cc.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Achieving Your Potential: A guide to making the move from school to FE and apprenticeships - for young people with vision impairmentsMany school leavers are keen to start their careers in an apprenticeship. Students with visual impairments are no...</itunes:subtitle><itunes:summary><![CDATA[Achieving Your Potential: A guide to making the move from school to FE and apprenticeships - for young people with vision impairmentsMany school leavers are keen to start their careers in an apprenticeship. Students with visual impairments are no exception, though they can face additional hurdles finding and securing an apprenticeship that suits them.This guide will take you through what an  apprenticeship  is, how to choose one that helps you fulfil your potential in the workplace, and how to communicate your accessibility needs.As the merits of a diverse workforce are becoming more apparent to business leaders,  Diversity, Equity and Inclusion  are core values of any modern business. However, RNIB studies show that only 1 in 4 people registered as blind or partially sighted are in employment. A number that hasn’t significantly changed in over 30 years. Clearly, it’s time to make a change!While all young people need to stay in some kind of education up to the age of 18, apprenticeships are becoming a popular way to bridge the gap between school and the workplace. There are over 300 apprenticeships available now in England. These prepare young people for their careers and provide a sound basis for on-the-job learning.Although many school leavers are keen to start their careers in an apprenticeship, students with visual impairments can face additional hurdles when finding and securing an apprenticeship that suits them. Meanwhile, organisations might not be sure how they can support a student with visual impairments.The good news is that there is technology and support in place to make an apprenticeship a fantastic option for school leavers who are blind or partially sighted.Read on to find out how to find the right course and get the support and adjustments you need as a student with a visual impairment; and find out how as a business – you can easily employ an apprentice with sight loss and ensure they are a valuable addition to your team.WHAT IS AN APPRENTICESHIP?An apprenticeship is an on-the-job learning experience. The apprentice works with an employer and has time at college to study their chosen course, which is related to that role.There are a number of different apprenticeships available to young people over 16. These are:-  Level 2 – Intermediate level, which is equivalent to 5 GCSE’s.-  Level 3 – Advanced level, which is equivalent to 2 A Levels-  Levels 4, 5, 6 &amp; 7 – Higher Level, equivalent to a foundation degree and above-  Levels 6 &amp; 7 – Degree Level, equivalent to a bachelor’s or masters degreeWHAT ARE THE CRITERIA FOR AN APPRENTICESHIP?You must be over 16 or over and live in England to start your apprenticeship.There are apprenticeships in  Scotland  ,  Wales  or  Northern Ireland  though these have slightly different criteria. This article relates to apprenticeships in England, though some similarities may occur.Many will not require any previous experience or qualification, but for others you may need previous qualifications such as maths or English GCSE. This depends on the apprenticeship level.BENEFITS OF APPRENTICESHIPSDifferent to higher education courses, an apprenticeship means you study ‘on the job’. Apprentices are paid for their work and receive paid holidays. You will gain real-life work experience and gain  workplace skills  that you learn from experienced colleagues.In addition to working, you will have time allocated each week to train and study for your role. At least 20% of your normal working hours are spent on training and study. This training and study might take place in your workplace, at college, with a training provider or even online.WHAT SUPPORT IS AVAILABLE DURING COLLEGE STUDIES?Further education (FE) colleges support students with special educational needs and disabilities (SEND) in similar ways to schools. There is a  SEND Code of Practice: 0-25 years  which colleges must follow, and as  part of the Equality Act 2010  , mainstream FE colleges must do everything they...]]></itunes:summary><itunes:duration>620</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The importance of making a lasting impact with connected learning</title><link>https://www.spreaker.com/episode/the-importance-of-making-a-lasting-impact-with-connected-learning--56208226</link><description><![CDATA[Samsung head of display Graeme Little explains the potentials of connected learning and how it can help redefine the education system to make it more engaging, joyful and impactful.Connected learning is transforming the way we teach and learn. New technologies have created opportunities to make it more accessible and engaging, with the aim of not leaving any student behind. The Importance of Technology in EducationIn today’s fast-paced world, being online is an integral part of our lives, and technology allows students to learn both in and out of the classroom. It is crucial to keep students, teachers and schools protected without disrupting the learning experience.Gone are the days when students would spend hours studying a textbook hoping to memorise the chapters in time for an exam. Today, Display and AV is an integral technology for digital transformation, and we must embrace the wider opportunity it creates.As we ride the wave of the digital era, it is becoming easier to stay connected with a global reach. A world of information is at your fingertips, with the click of a button or a simple voice command, and, as technology continues to evolve, students need their learning experience to grow in tandem with technology.What is connected learning? Connected learning means that anyone can associate education with their personal interests and have relationships with people who enjoy the same things. Young adults need plenty of variety in their lives, as well as people to listen to them, so if you are someone who has struggled to engage when studying, connected learning is a great alternative way of digesting new information.By offering a personalised environment that supports and motivates each student to nurture his or her passions, students can make connections between different learning experiences and opportunities and design their own projects and processes in collaboration with others. This will promptly prepare them for the future by teaching them to think and act in a more integrated way.Beyond existing tech solutions across computing and tablet display, manufacturers should focus on bringing their wider offering to the competition, with more integrated services and connectivity. Whilst it is largely the responsibility of the teacher to help develop skills that give students a competitive advantage, it is our duty to equip teachers with the best tools so they can use the technology more easily, more effectively and more often. This is why it is important to have the best-in-class devices at home and in the classroom, so every need is met and lessons are engaging and productive. The generation now entering the workforce is the first true digital generation who will embrace and utilise technology in a different way. We need to harness this and understand how the younger generation’s ideas and expectations for working in technological environments best lends itself to all ages. In the face of an increasingly unpredictable world, education can make the difference as to whether people embrace the challenges they are confronted with. With connected learning, the education system has been redefined to be engaging, joyful and impactful.SummaryAt Samsung, we are proud to launch our Solve for Tomorrow Competition every year. It is a competition which allows young people in the UK &amp; Ireland to gain crucial skills and receive top-tier advice from leading industry experts. The programme offers students a roadmap for the future, and a creative space to develop exciting new technology for good.Education in the future will need to demonstrate how technology can be used to students’ advantage, as well as teach future generations how to handle problems that arise from it.Not only does connected learning have the potential to deeply engage students, facilitate more diverse online learning experiences, and enhance knowledge and understanding, it has tangible benefits that significantly improve the lives for teachers and students as the...]]></description><guid isPermaLink="false">ExvR56xk</guid><pubDate>Tue, 25 Jul 2023 07:55:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56208226/0tn73b5n3mrwyqfzdubgkbqditgjl2qewrdv0c2a.mp3" length="1373616" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/08da4023-a254-49b6-b0c5-97596b155f1f/08da4023-a254-49b6-b0c5-97596b155f1f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/08da4023-a254-49b6-b0c5-97596b155f1f/08da4023-a254-49b6-b0c5-97596b155f1f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/08da4023-a254-49b6-b0c5-97596b155f1f/08da4023-a254-49b6-b0c5-97596b155f1f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Samsung head of display Graeme Little explains the potentials of connected learning and how it can help redefine the education system to make it more engaging, joyful and impactful.Connected learning is transforming the way we teach and learn. New...</itunes:subtitle><itunes:summary><![CDATA[Samsung head of display Graeme Little explains the potentials of connected learning and how it can help redefine the education system to make it more engaging, joyful and impactful.Connected learning is transforming the way we teach and learn. New technologies have created opportunities to make it more accessible and engaging, with the aim of not leaving any student behind. The Importance of Technology in EducationIn today’s fast-paced world, being online is an integral part of our lives, and technology allows students to learn both in and out of the classroom. It is crucial to keep students, teachers and schools protected without disrupting the learning experience.Gone are the days when students would spend hours studying a textbook hoping to memorise the chapters in time for an exam. Today, Display and AV is an integral technology for digital transformation, and we must embrace the wider opportunity it creates.As we ride the wave of the digital era, it is becoming easier to stay connected with a global reach. A world of information is at your fingertips, with the click of a button or a simple voice command, and, as technology continues to evolve, students need their learning experience to grow in tandem with technology.What is connected learning? Connected learning means that anyone can associate education with their personal interests and have relationships with people who enjoy the same things. Young adults need plenty of variety in their lives, as well as people to listen to them, so if you are someone who has struggled to engage when studying, connected learning is a great alternative way of digesting new information.By offering a personalised environment that supports and motivates each student to nurture his or her passions, students can make connections between different learning experiences and opportunities and design their own projects and processes in collaboration with others. This will promptly prepare them for the future by teaching them to think and act in a more integrated way.Beyond existing tech solutions across computing and tablet display, manufacturers should focus on bringing their wider offering to the competition, with more integrated services and connectivity. Whilst it is largely the responsibility of the teacher to help develop skills that give students a competitive advantage, it is our duty to equip teachers with the best tools so they can use the technology more easily, more effectively and more often. This is why it is important to have the best-in-class devices at home and in the classroom, so every need is met and lessons are engaging and productive. The generation now entering the workforce is the first true digital generation who will embrace and utilise technology in a different way. We need to harness this and understand how the younger generation’s ideas and expectations for working in technological environments best lends itself to all ages. In the face of an increasingly unpredictable world, education can make the difference as to whether people embrace the challenges they are confronted with. With connected learning, the education system has been redefined to be engaging, joyful and impactful.SummaryAt Samsung, we are proud to launch our Solve for Tomorrow Competition every year. It is a competition which allows young people in the UK &amp; Ireland to gain crucial skills and receive top-tier advice from leading industry experts. The programme offers students a roadmap for the future, and a creative space to develop exciting new technology for good.Education in the future will need to demonstrate how technology can be used to students’ advantage, as well as teach future generations how to handle problems that arise from it.Not only does connected learning have the potential to deeply engage students, facilitate more diverse online learning experiences, and enhance knowledge and understanding, it has tangible benefits that significantly improve the lives for teachers and students as...]]></itunes:summary><itunes:duration>229</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>IoTs are the future for higher technical skills</title><link>https://www.spreaker.com/episode/iots-are-the-future-for-higher-technical-skills--56196966</link><description><![CDATA[IoTs are the future for higher technical skillsInstitutes of Technology are flourishing, and following the first IOT national conference, Alex Warner ( South Central IoT) reflects on what’s been achieved, and what the sector needs from a new government to fulfil its full potential.The initial idea of IoTsFive years ago, as a member of staff at Activate Learning (an FE Group spanning Oxfordshire, Berkshire and Surrey), I had my first conversations with counterparts from Milton Keynes College Group about putting together a joint bid for one of the newfangled Institutes of Technology (IoTs).Not everyone in the sector was convinced they were a good idea.  Some commentators compared the concept with the UTCs (University Technology Colleges) and referenced under-recruitment and half-empty buildings.  Others pointed to the plan for National Colleges (remember the National College of High Speed Rail?) and said FE was already short enough of funding, and that the new institutes would merely syphon off much needed cash from the existing sector.In contrast, five years on, and we’ve just seen the first IoT national conference.  Lord David Sainsbury opened the event, describing IoTs as, “An idea whose time has come.”  Education Secretary, Gillian Keegan chimed in saying that she believes IoTs are, “the jewel in the crown of technical education.”The second wave of IoTs is on the wayToday, the first wave of twelve IoTs are not just surviving but thriving, with full learner rolls and providing first class technical education.  The second wave is on the way with nine more working towards opening their doors.  Ministers and education experts have hailed the rollout as a remarkable success, saying that take-up has exceeded expectations.  DfE recruitment targets are doubled every twelve months, and here at the South Central Institute of Technology in Bletchley, we’re on course to reach and go beyond our required numbers for the coming academic year as we have double the number of applicants, a picture reflected at IoTs across the country.Government confidence is reflected to some degree in terms of pump-priming finance, with grant money currently in the bidding process for Higher Technical Skills Injection Funds.  Our offering dovetails elegantly with the government’s promise to introduce the Lifelong Learning Entitlement from 2025, as our current cohort includes learners from eighteen to fifty-five.  There are suggestions that the five year license agreement, coming to an end shortly, will be replaced by a ten year term – again, a sign of Whitehall belief in the project.  That faith is reflected in the big corporate names involved as anchor partners of IoTs – including KPMG and Microsoft, in our case.Now is the time to maximise what is currently an engine of change in a limited way. With a new government over the horizon, it’s vital that an incoming administration sees the potential for IoTs to make a significant impact in providing those skills of which the country is in such desperate need.  To that end it is vital that the Lifelong Learning Entitlement survives any budgetary challenges. Raising IoT’s profileWe need help in raising our profile.  Currently, maybe one in a hundred people knows what an IoT is.  For us to achieve our potential that has to improve.  We need support to give confidence to would-be applicants that the education and training we provide is a viable and profitable alternative to university, and to persuade the recruitment teams at large corporations that our alumni are just as good an investment for them as any red-brick graduate.  Funding thus far has been for buildings, but recruiting specialists in artificial intelligence and cyber security as we do, is to fish in a very expensive pool, so money is essential for offering competitive salaries.IoTs have come a very long way in a very short space of time, and our learners are already out in the world, embarking on important and productive careers. Governments and busines...]]></description><guid isPermaLink="false">2L8OvNz6</guid><pubDate>Mon, 24 Jul 2023 07:38:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56196966/avyil6wrk7epdrp41e2rfsf8ejempdisrhaocrcc.mp3" length="1491408" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fce09a13-5c10-427f-9eee-a0f4249cda16/fce09a13-5c10-427f-9eee-a0f4249cda16.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fce09a13-5c10-427f-9eee-a0f4249cda16/fce09a13-5c10-427f-9eee-a0f4249cda16.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fce09a13-5c10-427f-9eee-a0f4249cda16/fce09a13-5c10-427f-9eee-a0f4249cda16.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>IoTs are the future for higher technical skillsInstitutes of Technology are flourishing, and following the first IOT national conference, Alex Warner ( South Central IoT) reflects on what’s been achieved, and what the sector needs from a new...</itunes:subtitle><itunes:summary><![CDATA[IoTs are the future for higher technical skillsInstitutes of Technology are flourishing, and following the first IOT national conference, Alex Warner ( South Central IoT) reflects on what’s been achieved, and what the sector needs from a new government to fulfil its full potential.The initial idea of IoTsFive years ago, as a member of staff at Activate Learning (an FE Group spanning Oxfordshire, Berkshire and Surrey), I had my first conversations with counterparts from Milton Keynes College Group about putting together a joint bid for one of the newfangled Institutes of Technology (IoTs).Not everyone in the sector was convinced they were a good idea.  Some commentators compared the concept with the UTCs (University Technology Colleges) and referenced under-recruitment and half-empty buildings.  Others pointed to the plan for National Colleges (remember the National College of High Speed Rail?) and said FE was already short enough of funding, and that the new institutes would merely syphon off much needed cash from the existing sector.In contrast, five years on, and we’ve just seen the first IoT national conference.  Lord David Sainsbury opened the event, describing IoTs as, “An idea whose time has come.”  Education Secretary, Gillian Keegan chimed in saying that she believes IoTs are, “the jewel in the crown of technical education.”The second wave of IoTs is on the wayToday, the first wave of twelve IoTs are not just surviving but thriving, with full learner rolls and providing first class technical education.  The second wave is on the way with nine more working towards opening their doors.  Ministers and education experts have hailed the rollout as a remarkable success, saying that take-up has exceeded expectations.  DfE recruitment targets are doubled every twelve months, and here at the South Central Institute of Technology in Bletchley, we’re on course to reach and go beyond our required numbers for the coming academic year as we have double the number of applicants, a picture reflected at IoTs across the country.Government confidence is reflected to some degree in terms of pump-priming finance, with grant money currently in the bidding process for Higher Technical Skills Injection Funds.  Our offering dovetails elegantly with the government’s promise to introduce the Lifelong Learning Entitlement from 2025, as our current cohort includes learners from eighteen to fifty-five.  There are suggestions that the five year license agreement, coming to an end shortly, will be replaced by a ten year term – again, a sign of Whitehall belief in the project.  That faith is reflected in the big corporate names involved as anchor partners of IoTs – including KPMG and Microsoft, in our case.Now is the time to maximise what is currently an engine of change in a limited way. With a new government over the horizon, it’s vital that an incoming administration sees the potential for IoTs to make a significant impact in providing those skills of which the country is in such desperate need.  To that end it is vital that the Lifelong Learning Entitlement survives any budgetary challenges. Raising IoT’s profileWe need help in raising our profile.  Currently, maybe one in a hundred people knows what an IoT is.  For us to achieve our potential that has to improve.  We need support to give confidence to would-be applicants that the education and training we provide is a viable and profitable alternative to university, and to persuade the recruitment teams at large corporations that our alumni are just as good an investment for them as any red-brick graduate.  Funding thus far has been for buildings, but recruiting specialists in artificial intelligence and cyber security as we do, is to fish in a very expensive pool, so money is essential for offering competitive salaries.IoTs have come a very long way in a very short space of time, and our learners are already out in the world, embarking on important and productive careers. Governments and...]]></itunes:summary><itunes:duration>249</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Exploring Inclusive Math Education for Neurodiverse Youth</title><link>https://www.spreaker.com/episode/exploring-inclusive-math-education-for-neurodiverse-youth--56196967</link><description><![CDATA[In this article, I will argue that inclusive math education can benefit neurodiverse youth by addressing their learning differences, improving their self-esteem and social skills, and enhancing their STEM career opportunities.To support this argument, I will review the literature on inclusive math education, analyse the best practices and strategies, and provide examples of successful programs. Furthermore, I will discuss the broader implications of inclusive math education and how it can promote equity, diversity, and inclusion in STEM fields.In recent years, there has been a growing recognition of the need for inclusive math education for neurodiverse youth. According to Jenson, R.J. et al. (2023), effective inclusion practices for neurodiverse children and adolescents in informal STEM learning are crucial for their academic and personal development.Mathematics education plays a vital role in shaping the academic and cognitive development of all students, including neurodiverse youth. However, it is crucial to ensure that math education is inclusive and meets the diverse needs of students with conditions such as autism, dyslexia, and ADHD. Further to this we will delve into key questions surrounding math and neurodiverse youth and explore evidence-based strategies to enhance their mathematical learning experience.. “Do not worry about your difficulties in mathematics. I can assure you mine are still greater.” – Albert EinsteinQuestion 1: How can math education be made more inclusive for neurodiverse youth?Math education can be made more inclusive for neurodiverse youth by implementing various strategies. These may include differentiated instruction, multisensory approaches, clear and explicit instruction, assistive technology, and fostering collaboration and peer support (Johnson et al., 2020; Parette et al., 2017; Sinclair et al., 2019).Question 2: What teaching strategies and accommodations are effective in supporting neurodiverse students’ mathematical learning?Effective teaching strategies and accommodations for supporting neurodiverse students’ mathematical learning may include the use of visual representations, concrete manipulatives, explicit instruction, scaffolded learning, and providing extra time and flexible assessments (Koskela et al., 2018; Riccomini et al., 2017; Saldaña et al., 2016).Question 3: How does neurodiversity impact mathematical cognition and problem-solving abilities?Neurodiversity, encompassing conditions such as autism, dyslexia, and ADHD, can impact mathematical cognition and problem-solving abilities in various ways. While the impact differs across individuals, common patterns can be observed. For instance, individuals with autism may exhibit strengths in visual thinking and pattern recognition, while facing challenges in flexible thinking and generalization (Ropar et al., 2016). Working memory difficulties associated with ADHD can impact problem-solving and retention of mathematical procedures (Martinussen et al., 2005).Question 4: What are the strengths and challenges neurodiverse youth may face in mathematics?Neurodiverse youth may demonstrate both strengths and challenges in mathematics. For example, some neurodiverse individuals exhibit strengths such as attention to detail, the ability to see patterns or connections, and unconventional problem-solving approaches. However, they may face challenges in areas such as working memory, processing speed, organization, task initiation, or flexible thinking (Riccomini et al., 2017).Question 5: How can educators support the mathematical learning of neurodiverse students?Educators can support the mathematical learning of neurodiverse students by providing a supportive and inclusive classroom environment. This includes understanding individual needs, implementing appropriate accommodations, using multisensory teaching strategies, promoting self-regulation skills, and fostering a growth mindset (Sinclair et al., 2019; Tournaki et al., 2018).Question 6:...]]></description><guid isPermaLink="false">nzlk0g9R</guid><pubDate>Mon, 24 Jul 2023 07:36:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56196967/qkflbflk4qjbt18o15wiiua0pqpiopnyoi32hyfq.mp3" length="3956400" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/16569250-2b5e-4747-8592-37252812ecf9/16569250-2b5e-4747-8592-37252812ecf9.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/16569250-2b5e-4747-8592-37252812ecf9/16569250-2b5e-4747-8592-37252812ecf9.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/16569250-2b5e-4747-8592-37252812ecf9/16569250-2b5e-4747-8592-37252812ecf9.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, I will argue that inclusive math education can benefit neurodiverse youth by addressing their learning differences, improving their self-esteem and social skills, and enhancing their STEM career opportunities.To support this argument,...</itunes:subtitle><itunes:summary><![CDATA[In this article, I will argue that inclusive math education can benefit neurodiverse youth by addressing their learning differences, improving their self-esteem and social skills, and enhancing their STEM career opportunities.To support this argument, I will review the literature on inclusive math education, analyse the best practices and strategies, and provide examples of successful programs. Furthermore, I will discuss the broader implications of inclusive math education and how it can promote equity, diversity, and inclusion in STEM fields.In recent years, there has been a growing recognition of the need for inclusive math education for neurodiverse youth. According to Jenson, R.J. et al. (2023), effective inclusion practices for neurodiverse children and adolescents in informal STEM learning are crucial for their academic and personal development.Mathematics education plays a vital role in shaping the academic and cognitive development of all students, including neurodiverse youth. However, it is crucial to ensure that math education is inclusive and meets the diverse needs of students with conditions such as autism, dyslexia, and ADHD. Further to this we will delve into key questions surrounding math and neurodiverse youth and explore evidence-based strategies to enhance their mathematical learning experience.. “Do not worry about your difficulties in mathematics. I can assure you mine are still greater.” – Albert EinsteinQuestion 1: How can math education be made more inclusive for neurodiverse youth?Math education can be made more inclusive for neurodiverse youth by implementing various strategies. These may include differentiated instruction, multisensory approaches, clear and explicit instruction, assistive technology, and fostering collaboration and peer support (Johnson et al., 2020; Parette et al., 2017; Sinclair et al., 2019).Question 2: What teaching strategies and accommodations are effective in supporting neurodiverse students’ mathematical learning?Effective teaching strategies and accommodations for supporting neurodiverse students’ mathematical learning may include the use of visual representations, concrete manipulatives, explicit instruction, scaffolded learning, and providing extra time and flexible assessments (Koskela et al., 2018; Riccomini et al., 2017; Saldaña et al., 2016).Question 3: How does neurodiversity impact mathematical cognition and problem-solving abilities?Neurodiversity, encompassing conditions such as autism, dyslexia, and ADHD, can impact mathematical cognition and problem-solving abilities in various ways. While the impact differs across individuals, common patterns can be observed. For instance, individuals with autism may exhibit strengths in visual thinking and pattern recognition, while facing challenges in flexible thinking and generalization (Ropar et al., 2016). Working memory difficulties associated with ADHD can impact problem-solving and retention of mathematical procedures (Martinussen et al., 2005).Question 4: What are the strengths and challenges neurodiverse youth may face in mathematics?Neurodiverse youth may demonstrate both strengths and challenges in mathematics. For example, some neurodiverse individuals exhibit strengths such as attention to detail, the ability to see patterns or connections, and unconventional problem-solving approaches. However, they may face challenges in areas such as working memory, processing speed, organization, task initiation, or flexible thinking (Riccomini et al., 2017).Question 5: How can educators support the mathematical learning of neurodiverse students?Educators can support the mathematical learning of neurodiverse students by providing a supportive and inclusive classroom environment. This includes understanding individual needs, implementing appropriate accommodations, using multisensory teaching strategies, promoting self-regulation skills, and fostering a growth mindset (Sinclair et al., 2019; Tournaki et al.,...]]></itunes:summary><itunes:duration>660</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Measuring the Quality of EpAOs</title><link>https://www.spreaker.com/episode/measuring-the-quality-of-epaos--56174775</link><description><![CDATA[Measuring the Quality of EpAOsIn this article Jacqui discusses ideas and options around developing public facing metrics to measure the quality of EpAOs, and to support employer / provider choice  .For years a significant number of end-point assessment organisations (EpAOs) have been calling for a national measure of quality, and if you go back as far as 2019, there was the intention to publish reports on the quality of EPAOs (Page 23 of the  2019 EQA framework  “  The institute can share the outcomes of reviews with relevant bodies and plans to publish reports or elements of them at some point in the future  ”). Well, 4 years on a lot has been learnt, a few evaluation reports have been published, but there is still no indication of a set of public facing measures around the quality of individual EpAOs.The external quality assurance (EQA) providers for EPA are Ofqual and the OfS. The Institute for Apprenticeships and Technical Education (IfATE)  EQA framework  states that EpAO compliance with the Ofqual / OfS Conditions provides a “  first indication of assurance on each EPAO”.  Compliance essentially means that the organisations are delivering in accordance with the rules (Conditions) that have been set by Ofqual / OfS, providing a level of assurance for the customer / public confidence.Compliance supports consistency, but it does not assure quality. To assure quality, tangible measures are required that allow for benchmarks to be established and comparisons to be made of performance across EpAOs. Quality measures can arguably lead to greater customer focus, innovation, and better outcomes, so should these be the second indication of assurance on each EpAO? In this article, I explore some ideas around potential measures.HOWEVER, BEFORE I BEGIN, I WOULD LIKE TO ADD A FEW CAVEATS TO MY THOUGHTS:1  It could be argued that some of these measures may not be about quality, but they could still be used by customers to help make an informed choice;2  Some measures would only be effective on an apprenticeship by apprenticeship basis, whereas others would be effective at an EpAO level;3  There will always be times where things may be out of control of the EpAO, so no measure can be perfect;4  No single measure will provide a guarantee of quality, data can be ‘manipulated’, the perception of quality may be subjective, and there will always be ‘exceptions to the rule’;But we should not shy away from using a range of measures to indicate the quality of EpAOs, if it is in the interests of customers, stakeholders and EpAOs.DATABoth the ESFA and Ofqual collect a lot of EPA related data, but provide very little information publicly on EPA, despite there being lots of data publicly available on training providers. To get a true data picture of apprenticeships you should be able to see the entire lifecycle of an apprenticeship, which includes both the training and the end-point assessment. For example:-  The ILR collects a range of data on EpAO selection, dates, price, outcomes and achievements (refer to my later points around value for money and outcomes)-  Ofqual collects  data  on EPA outcomes, appeals, complaints, malpractice, and other key areas-  Ofqual carries out thematic monitoring (looking at specific issues across all EpAOs), and technical evaluations (review of EpAO EPA materials), all of which are valuable indicators of quality.VALUE FOR MONEYI do not believe that price is an indicator of quality, however, I do believe that there is a lack of transparency of pricing in the marketplace. For example, I have seen examples of hidden extras for things that I believe should be part of the core price, and EpAOs not being clear in their public pricing about who is responsible for providing tools, equipment and facilities for EPA (for example an EpAO may appear cheaper but when you get into the detail they expect the employer or provider to supply the materials, equipment and facilities for the EPA).Should there be an agreed framework on th...]]></description><guid isPermaLink="false">5zqMewzQ</guid><pubDate>Fri, 21 Jul 2023 08:32:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56174775/diwe2gwcujdwyytfr0dt04pjbmv9nk20bevudsob.mp3" length="3187296" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9d07ab11-e174-4364-8ac2-61881b6b9a47/9d07ab11-e174-4364-8ac2-61881b6b9a47.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9d07ab11-e174-4364-8ac2-61881b6b9a47/9d07ab11-e174-4364-8ac2-61881b6b9a47.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9d07ab11-e174-4364-8ac2-61881b6b9a47/9d07ab11-e174-4364-8ac2-61881b6b9a47.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Measuring the Quality of EpAOsIn this article Jacqui discusses ideas and options around developing public facing metrics to measure the quality of EpAOs, and to support employer / provider choice  .For years a significant number of end-point...</itunes:subtitle><itunes:summary><![CDATA[Measuring the Quality of EpAOsIn this article Jacqui discusses ideas and options around developing public facing metrics to measure the quality of EpAOs, and to support employer / provider choice  .For years a significant number of end-point assessment organisations (EpAOs) have been calling for a national measure of quality, and if you go back as far as 2019, there was the intention to publish reports on the quality of EPAOs (Page 23 of the  2019 EQA framework  “  The institute can share the outcomes of reviews with relevant bodies and plans to publish reports or elements of them at some point in the future  ”). Well, 4 years on a lot has been learnt, a few evaluation reports have been published, but there is still no indication of a set of public facing measures around the quality of individual EpAOs.The external quality assurance (EQA) providers for EPA are Ofqual and the OfS. The Institute for Apprenticeships and Technical Education (IfATE)  EQA framework  states that EpAO compliance with the Ofqual / OfS Conditions provides a “  first indication of assurance on each EPAO”.  Compliance essentially means that the organisations are delivering in accordance with the rules (Conditions) that have been set by Ofqual / OfS, providing a level of assurance for the customer / public confidence.Compliance supports consistency, but it does not assure quality. To assure quality, tangible measures are required that allow for benchmarks to be established and comparisons to be made of performance across EpAOs. Quality measures can arguably lead to greater customer focus, innovation, and better outcomes, so should these be the second indication of assurance on each EpAO? In this article, I explore some ideas around potential measures.HOWEVER, BEFORE I BEGIN, I WOULD LIKE TO ADD A FEW CAVEATS TO MY THOUGHTS:1  It could be argued that some of these measures may not be about quality, but they could still be used by customers to help make an informed choice;2  Some measures would only be effective on an apprenticeship by apprenticeship basis, whereas others would be effective at an EpAO level;3  There will always be times where things may be out of control of the EpAO, so no measure can be perfect;4  No single measure will provide a guarantee of quality, data can be ‘manipulated’, the perception of quality may be subjective, and there will always be ‘exceptions to the rule’;But we should not shy away from using a range of measures to indicate the quality of EpAOs, if it is in the interests of customers, stakeholders and EpAOs.DATABoth the ESFA and Ofqual collect a lot of EPA related data, but provide very little information publicly on EPA, despite there being lots of data publicly available on training providers. To get a true data picture of apprenticeships you should be able to see the entire lifecycle of an apprenticeship, which includes both the training and the end-point assessment. For example:-  The ILR collects a range of data on EpAO selection, dates, price, outcomes and achievements (refer to my later points around value for money and outcomes)-  Ofqual collects  data  on EPA outcomes, appeals, complaints, malpractice, and other key areas-  Ofqual carries out thematic monitoring (looking at specific issues across all EpAOs), and technical evaluations (review of EpAO EPA materials), all of which are valuable indicators of quality.VALUE FOR MONEYI do not believe that price is an indicator of quality, however, I do believe that there is a lack of transparency of pricing in the marketplace. For example, I have seen examples of hidden extras for things that I believe should be part of the core price, and EpAOs not being clear in their public pricing about who is responsible for providing tools, equipment and facilities for EPA (for example an EpAO may appear cheaper but when you get into the detail they expect the employer or provider to supply the materials, equipment and facilities for the EPA).Should there be an agreed framework...]]></itunes:summary><itunes:duration>532</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Transforming Higher Education: AI as an Assistive Technology for Inclusive Learning</title><link>https://www.spreaker.com/episode/transforming-higher-education-ai-as-an-assistive-technology-for-inclusive-learning--56164769</link><description><![CDATA[Transforming Higher Education: AI as an Assistive Technology for Inclusive LearningIn recent years, I have witnessed the transformative power of technology in higher education. One particular innovation that has captured my attention is Artificial Intelligence (AI). AI holds tremendous potential as an assistive technology for students with reasonable adjustments in further education (FE) and higher education (HE).In this comprehensive blog post, I will delve into the multifaceted aspects of AI as an assistive technology, exploring its benefits, considerations, challenges, and the future it holds for transforming higher education.ENHANCING ACCESSIBILITYThe integration of AI as an assistive technology can create an inclusive educational environment where all students, regardless of disabilities or specific learning needs, have equal access to educational resources. Real-time transcription services, text-to-speech capabilities, and personalized learning experiences empower students like me to engage with course content in various formats and at our own pace (Fenews, 2023). This not only removes barriers but also fosters a more inclusive and diverse academic community.PERSONALIZATION FOR TAILORED LEARNINGEducation is a dynamic and individualized process, and AI has the potential to revolutionize how we experience learning. By leveraging AI, educators can gain insights into my strengths and weaknesses through the analysis of vast amounts of data. This information can be used to provide targeted interventions, bridging any knowledge gaps I may have and nurturing my academic growth (Smith et al., 2020). Personalized learning pathways, adaptive assessments, and intelligent tutoring systems powered by AI can shape a customized educational journey that caters to my unique needs, ensuring my success in higher education.EFFICIENCY AND TIME SAVINGSAI not only enhances accessibility and personalization but also streamlines administrative tasks, allowing educators to dedicate more time to individualized attention and pedagogical activities. Automated grading and feedback systems powered by AI can significantly reduce the time instructors spend on administrative tasks, freeing them up to engage in more interactive and complex teaching activities (Fenews, 2023). This increased efficiency enables my educators to provide the necessary support and guidance, ensuring that my educational experience is optimized.CONSIDERATIONS AND CHALLENGESWhile the integration of AI as an assistive technology presents tremendous potential, it is important to navigate the considerations and challenges associated with its implementation. Striking a balance between the role of AI and human interaction in education is crucial. Face-to-face interactions and personalized guidance from my instructors remain integral to my comprehensive learning experience (Adams, personal communication, 2023). Although AI enhances accessibility and personalization, it should never replace the human element in education.Ethical considerations also come into play when utilizing AI in education. Issues such as data privacy, algorithmic bias, and transparency need to be addressed to ensure that the use of AI upholds principles of fairness and accountability (Thompson, personal communication, 2023). Proper oversight, regulation, and adherence to ethical guidelines are crucial to prevent unintended consequences and ensure equitable outcomes for all students.Furthermore, it is important to acknowledge the limitations of AI technologies. While AI enhances accessibility, there may be instances where AI tools struggle to understand complex or nuanced concepts. Overreliance on AI for assessment and feedback may inadvertently overlook the unique qualities and creativity of students like me, particularly those requiring reasonable adjustments (Rodriguez, personal communication, 2023). Therefore, it is imperative to strike a balance between technological support and maintaining my individuality in hig...]]></description><guid isPermaLink="false">bLPO1ez5</guid><pubDate>Thu, 20 Jul 2023 08:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56164769/1lnpkhp2g1qdn6hgehxm5ewi23dysri4rvd0o7qa.mp3" length="3214800" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb08add3-7be7-4f1c-9dbb-1587383acef5/cb08add3-7be7-4f1c-9dbb-1587383acef5.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb08add3-7be7-4f1c-9dbb-1587383acef5/cb08add3-7be7-4f1c-9dbb-1587383acef5.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb08add3-7be7-4f1c-9dbb-1587383acef5/cb08add3-7be7-4f1c-9dbb-1587383acef5.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Transforming Higher Education: AI as an Assistive Technology for Inclusive LearningIn recent years, I have witnessed the transformative power of technology in higher education. One particular innovation that has captured my attention is Artificial...</itunes:subtitle><itunes:summary><![CDATA[Transforming Higher Education: AI as an Assistive Technology for Inclusive LearningIn recent years, I have witnessed the transformative power of technology in higher education. One particular innovation that has captured my attention is Artificial Intelligence (AI). AI holds tremendous potential as an assistive technology for students with reasonable adjustments in further education (FE) and higher education (HE).In this comprehensive blog post, I will delve into the multifaceted aspects of AI as an assistive technology, exploring its benefits, considerations, challenges, and the future it holds for transforming higher education.ENHANCING ACCESSIBILITYThe integration of AI as an assistive technology can create an inclusive educational environment where all students, regardless of disabilities or specific learning needs, have equal access to educational resources. Real-time transcription services, text-to-speech capabilities, and personalized learning experiences empower students like me to engage with course content in various formats and at our own pace (Fenews, 2023). This not only removes barriers but also fosters a more inclusive and diverse academic community.PERSONALIZATION FOR TAILORED LEARNINGEducation is a dynamic and individualized process, and AI has the potential to revolutionize how we experience learning. By leveraging AI, educators can gain insights into my strengths and weaknesses through the analysis of vast amounts of data. This information can be used to provide targeted interventions, bridging any knowledge gaps I may have and nurturing my academic growth (Smith et al., 2020). Personalized learning pathways, adaptive assessments, and intelligent tutoring systems powered by AI can shape a customized educational journey that caters to my unique needs, ensuring my success in higher education.EFFICIENCY AND TIME SAVINGSAI not only enhances accessibility and personalization but also streamlines administrative tasks, allowing educators to dedicate more time to individualized attention and pedagogical activities. Automated grading and feedback systems powered by AI can significantly reduce the time instructors spend on administrative tasks, freeing them up to engage in more interactive and complex teaching activities (Fenews, 2023). This increased efficiency enables my educators to provide the necessary support and guidance, ensuring that my educational experience is optimized.CONSIDERATIONS AND CHALLENGESWhile the integration of AI as an assistive technology presents tremendous potential, it is important to navigate the considerations and challenges associated with its implementation. Striking a balance between the role of AI and human interaction in education is crucial. Face-to-face interactions and personalized guidance from my instructors remain integral to my comprehensive learning experience (Adams, personal communication, 2023). Although AI enhances accessibility and personalization, it should never replace the human element in education.Ethical considerations also come into play when utilizing AI in education. Issues such as data privacy, algorithmic bias, and transparency need to be addressed to ensure that the use of AI upholds principles of fairness and accountability (Thompson, personal communication, 2023). Proper oversight, regulation, and adherence to ethical guidelines are crucial to prevent unintended consequences and ensure equitable outcomes for all students.Furthermore, it is important to acknowledge the limitations of AI technologies. While AI enhances accessibility, there may be instances where AI tools struggle to understand complex or nuanced concepts. Overreliance on AI for assessment and feedback may inadvertently overlook the unique qualities and creativity of students like me, particularly those requiring reasonable adjustments (Rodriguez, personal communication, 2023). Therefore, it is imperative to strike a balance between technological support and maintaining my individuality in...]]></itunes:summary><itunes:duration>536</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Dear Ofqual..</title><link>https://www.spreaker.com/episode/dear-ofqual--56164768</link><description><![CDATA[Dear Ofqual..How reliable are GCSE, AS and A level grades? One source claims “reliable to one grade either way”; another denies this. This open letter by Dennis Sherwood to exam regulator Ofqual seeks the truth…20 July 2023Dear Oqual,I wonder if you would be so kind as to help, please – I’m confused.HOUSE OF LORDS EDUCATION COMMITTEE HEARING (29 JUNE 2023)A short while ago, on 29 June, the House of Lords Education for 11-16 Year Olds Committee convened a hearing at which your Chair, Sir Ian Bauckham, and Chief Regulator, Dr Jo Saxton, were invited to give evidence.During the meeting, Lord Watson of Invergowrie referred to a statement, made to the Commons’ Education Committee on 2 September 2020 by Ofqual’s then Chief Regulator, Dame Glenys Stacey, that grades ‘are reliable to one grade either way’ (  Q1059  ).Lord Watson then asked ‘will the grades to be awarded in August this year be ‘reliable to one grade either way’? And if that’s not the case, how reliable will they be?’. (  12:34:20  )CONTRADICTORY STATEMENTS ON GRADE RELIABILITYI’ve listened carefully to the hearing’s recording, and it seems to me that the key point made in the answer given by Dr Saxton was ‘I can assure the Committee and young people who will receive their grades this summer that they can be relied on, that they will be fair, and that the quality assurance around them is as good as it is possible to be’. (About  12:35:28  )That is indeed most reassuring. But is that contradicting Dame Glenys’s statement that grades ‘are reliable to one grade either way’? If it is, then I am indeed puzzled.The issue of the reliability of grades is important, for students’ destinies depend on them. Not only that: belief in the integrity of grades is fundamental to public trust in the exam system – as indeed enshrined in the  legislation  placing a duty on Ofqual not only ‘to secure that regulated qualifications give a reliable indication of knowledge, skills and understanding’, but also ‘to promote public confidence in regulated qualifications’.THE 2019 NEWS ITEM AND DR. SAXTON’S INTERVIEWThe apparent discrepancy between the recent statement of 29 June and the earlier one of 2 September 2020 caused me to look around, leading me to discover a  news item  , posted to the Ofqual website on 11 August 2019, which includes these words:On that basis, more than one grade could well be a legitimate reflection of a student’s performance and they would both be a sound estimate of that student’s ability at that point in time based on the available evidence from the assessment they have undertaken.I then found that exactly the same words were used by Dr Saxton in an interview with the distinguished school educationalist, Laura McInerney, posted on YouTube on 8 August 2022 (about 9:19  here  ).If ‘more than one grade could well be a legitimate reflection of a student’s performance’, why does only one grade appear on a candidate’s certificate? What other ‘legitimate grades’ might there be? Might one be a higher grade? Is the grade on the certificate more ‘legitimate’ than the grades that aren’t?I realise that 2019 is a long time ago, and of course the Covid crisis – and the CAGs and TAGs – intervened. But since Dr Saxton made precisely the same statement as recently as August 2022, ‘more than one grade could well be a legitimate reflection of a student’s performance’ must be true. And to me, that is remarkably similar to Dame Glenys Stacey’s statement that grades ‘are reliable to one grade either way’.REFERENCE TO DR. MICHELLE MEADOWS’ STATEMENTOne other point, if I may, please.In the reply to Lord Invergowrie’s question, reference was made to a statement made by the former Ofqual Director, Dr Michelle Meadows. I wonder if that might be to the evidence given by Dr Meadows at the hearing of 30 March 2023 at which, according to the recording, Dr Meadows said ‘It’s really important that people don’t put too much weight on any individual grade’? (About  11:57:54  )Unfortunately, Dr Meadows...]]></description><guid isPermaLink="false">l9kWKl94</guid><pubDate>Thu, 20 Jul 2023 08:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56164768/ykxcllnmdr3lgdjpvdr6pcppyjzcjxjj7adhkvi5.mp3" length="2069424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e/bd7068eb-42c7-45e7-9e07-9ecc6e9d760e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Dear Ofqual..How reliable are GCSE, AS and A level grades? One source claims “reliable to one grade either way”; another denies this. This open letter by Dennis Sherwood to exam regulator Ofqual seeks the truth…20 July 2023Dear Oqual,I wonder if you...</itunes:subtitle><itunes:summary><![CDATA[Dear Ofqual..How reliable are GCSE, AS and A level grades? One source claims “reliable to one grade either way”; another denies this. This open letter by Dennis Sherwood to exam regulator Ofqual seeks the truth…20 July 2023Dear Oqual,I wonder if you would be so kind as to help, please – I’m confused.HOUSE OF LORDS EDUCATION COMMITTEE HEARING (29 JUNE 2023)A short while ago, on 29 June, the House of Lords Education for 11-16 Year Olds Committee convened a hearing at which your Chair, Sir Ian Bauckham, and Chief Regulator, Dr Jo Saxton, were invited to give evidence.During the meeting, Lord Watson of Invergowrie referred to a statement, made to the Commons’ Education Committee on 2 September 2020 by Ofqual’s then Chief Regulator, Dame Glenys Stacey, that grades ‘are reliable to one grade either way’ (  Q1059  ).Lord Watson then asked ‘will the grades to be awarded in August this year be ‘reliable to one grade either way’? And if that’s not the case, how reliable will they be?’. (  12:34:20  )CONTRADICTORY STATEMENTS ON GRADE RELIABILITYI’ve listened carefully to the hearing’s recording, and it seems to me that the key point made in the answer given by Dr Saxton was ‘I can assure the Committee and young people who will receive their grades this summer that they can be relied on, that they will be fair, and that the quality assurance around them is as good as it is possible to be’. (About  12:35:28  )That is indeed most reassuring. But is that contradicting Dame Glenys’s statement that grades ‘are reliable to one grade either way’? If it is, then I am indeed puzzled.The issue of the reliability of grades is important, for students’ destinies depend on them. Not only that: belief in the integrity of grades is fundamental to public trust in the exam system – as indeed enshrined in the  legislation  placing a duty on Ofqual not only ‘to secure that regulated qualifications give a reliable indication of knowledge, skills and understanding’, but also ‘to promote public confidence in regulated qualifications’.THE 2019 NEWS ITEM AND DR. SAXTON’S INTERVIEWThe apparent discrepancy between the recent statement of 29 June and the earlier one of 2 September 2020 caused me to look around, leading me to discover a  news item  , posted to the Ofqual website on 11 August 2019, which includes these words:On that basis, more than one grade could well be a legitimate reflection of a student’s performance and they would both be a sound estimate of that student’s ability at that point in time based on the available evidence from the assessment they have undertaken.I then found that exactly the same words were used by Dr Saxton in an interview with the distinguished school educationalist, Laura McInerney, posted on YouTube on 8 August 2022 (about 9:19  here  ).If ‘more than one grade could well be a legitimate reflection of a student’s performance’, why does only one grade appear on a candidate’s certificate? What other ‘legitimate grades’ might there be? Might one be a higher grade? Is the grade on the certificate more ‘legitimate’ than the grades that aren’t?I realise that 2019 is a long time ago, and of course the Covid crisis – and the CAGs and TAGs – intervened. But since Dr Saxton made precisely the same statement as recently as August 2022, ‘more than one grade could well be a legitimate reflection of a student’s performance’ must be true. And to me, that is remarkably similar to Dame Glenys Stacey’s statement that grades ‘are reliable to one grade either way’.REFERENCE TO DR. MICHELLE MEADOWS’ STATEMENTOne other point, if I may, please.In the reply to Lord Invergowrie’s question, reference was made to a statement made by the former Ofqual Director, Dr Michelle Meadows. I wonder if that might be to the evidence given by Dr Meadows at the hearing of 30 March 2023 at which, according to the recording, Dr Meadows said ‘It’s really important that people don’t put too much weight on any individual grade’? (About  11:57:54  )Unfortunately, Dr...]]></itunes:summary><itunes:duration>345</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Is the Perfect Storm of Apprenticeship Quality Brewing?</title><link>https://www.spreaker.com/episode/is-the-perfect-storm-of-apprenticeship-quality-brewing--56150989</link><description><![CDATA[Is the Perfect Storm of Apprenticeship Quality Brewing?Apprenticeship providers are facing the challenge of fewer apprenticeship starts and more early leavers. By leveraging the right quality assurance practices, leaders can safeguard both quality and performance.Life is tough for apprenticeship providers these days. You face challenges from all sides navigating the delicate balance between government-funded education and employer investment in their time and for some, money. Navigating the waves of securing quality whilst being buffeted by the winds of external factors can be hard.Two specific challenges pose a threat to apprenticeship quality moving into 23/24, increasing the risk of falling short on ESFA accountability measures and potentially an uncomfortable Ofsted inspection.CHALLENGE 1: DECREASE IN APPRENTICESHIP NUMBERSThe drop in intermediate and advanced apprenticeship numbers is concerning. These apprenticeships serve as a crucial pipeline for bringing fresh talent into organisations. I suspect it won’t be too long before policy interventions seek to address the use of levy spend, regardless of the government in power. For now, we’re reliant on an upturn in either demand from employers or interest from potential apprentices, depending on which sector you operate in.Why does this drop affect quality? When leaders see a decline in recruitment, understandable alarm bells ring. Financial difficulties might loom as targets become harder to meet. As a result, there could be additional pressure placed on business development and apprentice recruitment teams to create and fill vacancies. The danger lies in compromising the “right apprentice, right programme” principle, placing apprentices on unsuitable programmes for short-term gains that will hurt both finances and quality in the long run.CHALLENGE 2: EARLY DEPARTURE OF APPRENTICESWe’re falling short of our desired retention rates, with too many apprentices leaving their programmes prematurely. The Department for Education (DfE) sets an achievement rate target of 67%, which includes retention rates in its calculation. In the 2021-2022 period, we achieved a 51% achievement rate for apprenticeship standards. There were certainly mitigating factors which we are all aware of, however, it would be a demonstration of poor leadership and governance to assume there is nothing we could potentially do differently going forward.To identify necessary changes, it is helpful, rather than focusing on 21/22, to examine the leavers’ rates for 2022-2023 as part of the self-assessment process. Collaborative self-assessment involving feedback from teams and individuals responsible for recruiting both new employers and apprentices is vital to inform learning.Consider the two challenges alongside each other:1  Pressure to recruit more apprentices.2  Pressure to improve apprenticeship completion rates within the agreed timeframe.If we aren’t mindful of it, and consciously take action to avoid it, it’s reasonable to predict that the former challenge may negatively impact the latter this coming year, exacerbating and drawing out the completion rate issue from 21/22.Here are four straightforward actions for leaders to consider as we move towards the new academic year:1  Set objectives and results for 23/24 based on a step change towards 67%+ if the provision falls below the benchmark. Avoid a goal that is limited to simply avoiding triggering action by the ESFA based on the risk levels in the accountability framework. If you’re closer to 67%, aim to go beyond it. It’s a minimum standard, not a moonshot aspiration.2  Be clear on the breakdown of withdrawals in 21/22 and 22/23, understanding which were a) outside of your control, b) can be influenced and c) can be controlled. Your QIP is the vehicle to capture how you wish to enact the changes for b and c. Set your impact measures based on the breakdown.3  Be mindful of the unintended consequences of placing too much focus on recruitment over retenti...]]></description><guid isPermaLink="false">mLmVeoxN</guid><pubDate>Wed, 19 Jul 2023 08:32:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56150989/co5t0knd1bhv1vsoux4ftvqqpns9rihtwrdccw92.mp3" length="1647504" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c3bfe219-6fb0-4eb4-9825-86c1d56e366b/c3bfe219-6fb0-4eb4-9825-86c1d56e366b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c3bfe219-6fb0-4eb4-9825-86c1d56e366b/c3bfe219-6fb0-4eb4-9825-86c1d56e366b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c3bfe219-6fb0-4eb4-9825-86c1d56e366b/c3bfe219-6fb0-4eb4-9825-86c1d56e366b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Is the Perfect Storm of Apprenticeship Quality Brewing?Apprenticeship providers are facing the challenge of fewer apprenticeship starts and more early leavers. By leveraging the right quality assurance practices, leaders can safeguard both quality and...</itunes:subtitle><itunes:summary><![CDATA[Is the Perfect Storm of Apprenticeship Quality Brewing?Apprenticeship providers are facing the challenge of fewer apprenticeship starts and more early leavers. By leveraging the right quality assurance practices, leaders can safeguard both quality and performance.Life is tough for apprenticeship providers these days. You face challenges from all sides navigating the delicate balance between government-funded education and employer investment in their time and for some, money. Navigating the waves of securing quality whilst being buffeted by the winds of external factors can be hard.Two specific challenges pose a threat to apprenticeship quality moving into 23/24, increasing the risk of falling short on ESFA accountability measures and potentially an uncomfortable Ofsted inspection.CHALLENGE 1: DECREASE IN APPRENTICESHIP NUMBERSThe drop in intermediate and advanced apprenticeship numbers is concerning. These apprenticeships serve as a crucial pipeline for bringing fresh talent into organisations. I suspect it won’t be too long before policy interventions seek to address the use of levy spend, regardless of the government in power. For now, we’re reliant on an upturn in either demand from employers or interest from potential apprentices, depending on which sector you operate in.Why does this drop affect quality? When leaders see a decline in recruitment, understandable alarm bells ring. Financial difficulties might loom as targets become harder to meet. As a result, there could be additional pressure placed on business development and apprentice recruitment teams to create and fill vacancies. The danger lies in compromising the “right apprentice, right programme” principle, placing apprentices on unsuitable programmes for short-term gains that will hurt both finances and quality in the long run.CHALLENGE 2: EARLY DEPARTURE OF APPRENTICESWe’re falling short of our desired retention rates, with too many apprentices leaving their programmes prematurely. The Department for Education (DfE) sets an achievement rate target of 67%, which includes retention rates in its calculation. In the 2021-2022 period, we achieved a 51% achievement rate for apprenticeship standards. There were certainly mitigating factors which we are all aware of, however, it would be a demonstration of poor leadership and governance to assume there is nothing we could potentially do differently going forward.To identify necessary changes, it is helpful, rather than focusing on 21/22, to examine the leavers’ rates for 2022-2023 as part of the self-assessment process. Collaborative self-assessment involving feedback from teams and individuals responsible for recruiting both new employers and apprentices is vital to inform learning.Consider the two challenges alongside each other:1  Pressure to recruit more apprentices.2  Pressure to improve apprenticeship completion rates within the agreed timeframe.If we aren’t mindful of it, and consciously take action to avoid it, it’s reasonable to predict that the former challenge may negatively impact the latter this coming year, exacerbating and drawing out the completion rate issue from 21/22.Here are four straightforward actions for leaders to consider as we move towards the new academic year:1  Set objectives and results for 23/24 based on a step change towards 67%+ if the provision falls below the benchmark. Avoid a goal that is limited to simply avoiding triggering action by the ESFA based on the risk levels in the accountability framework. If you’re closer to 67%, aim to go beyond it. It’s a minimum standard, not a moonshot aspiration.2  Be clear on the breakdown of withdrawals in 21/22 and 22/23, understanding which were a) outside of your control, b) can be influenced and c) can be controlled. Your QIP is the vehicle to capture how you wish to enact the changes for b and c. Set your impact measures based on the breakdown.3  Be mindful of the unintended consequences of placing too much focus on recruitment over...]]></itunes:summary><itunes:duration>275</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Women in engineering - Why diversity is more than just a buzzword</title><link>https://www.spreaker.com/episode/women-in-engineering-why-diversity-is-more-than-just-a-buzzword--56150987</link><description><![CDATA[Women in engineering - Why diversity is more than just a buzzwordEngineering’s growth and innovation are incredible but overshadowed by the pervasive lack of diversity. It’s not a checklist item but essential for groundbreaking ideas and solutions. To address this, organizations must promote diversity, support underrepresented groups, and increase women’s representation, creating a positive impact on society.The world of STEM industries has experienced remarkable growth in recent years, transforming into an innovative and exciting field. In engineering particularly, technology advancements have opened up numerous avenues for individuals aspiring to work in the STEM sector. With a growing global population and an increased focus on addressing environmental, security and safety challenges, fostering innovation has become more crucial than ever.However, it is disheartening that diversity still remains a big problem in the industry, with a mere  12% of engineers  being women and only  9% of engineers  in the UK being from Black, Asian or minority ethnic backgrounds. Diversity allows us to foster an innovative environment, so these low numbers don’t bode well for an industry that relies on the skills, knowledge and talents of people to positively impact the world around us. It is not enough to simply think of diversity as a checklist exercise or a buzzword for businesses, but rather something that is integral to the very nature of the field.WHAT DIVERSITY TRULY MEANS IN PRACTICEAwareness days like  International Women in Engineering Day  are a great step for us to acknowledge this issue and do better to truly be diverse as an industry – but this doesn’t mean that we should only hold initiatives on these dates. Instead, we need to ensure that diversity is always at the forefront of our plans.Technology is not just about advancements and breakthroughs; it is about the minds behind the tech, diverse perspectives, and experiences from different walks of life. As a senior software engineer at 8×8, I have witnessed firsthand the positive impact that women have on the field. It is inspiring to see more women occupying senior and leadership positions, bringing their unique insights and creative problem-solving abilities to the table. This is something that needs to continue at a faster pace across the whole industry.Diversity is not merely a buzzword; it is a catalyst for groundbreaking ideas and transformative solutions. Therefore, it is imperative for organisations to actively support and  promote diversity in engineering  . This includes collaborating with universities to offer graduate programs for aspiring engineers from underrepresented groups, supporting initiatives that train women to code and help secure their first tech roles, and actively recruiting, upskilling, and retaining women in the industry. By embracing diversity and fostering inclusive environments, we create spaces where innovative ideas thrive and different perspectives contribute to the development of cutting-edge solutions.THE IMPORTANCE OF REPRESENTATIONRepresentation matters. Having diverse engineering teams in your organisation is essential for several reasons. First and foremost, it provides role models and inspires the next generation of engineers. When young girls see women that they can relate to, succeeding in the field, it challenges stereotypes and encourages them to pursue careers in engineering.It’s also important to ensure women in engineering and tech are not siloed to specific roles later in their careers. Technology is about progress and innovation and we can only be successful by ensuring that the minds behind the tech are diverse and are given equal opportunities. By increasing the representation of women of all backgrounds in engineering, we enhance the industry’s ability to address complex challenges and create a positive impact on society.ACCELERATING DIVERSITY THROUGH SKILLS DEVELOPMENTThere are a number of core skills that play a vital role in...]]></description><guid isPermaLink="false">bLr3eBxg</guid><pubDate>Wed, 19 Jul 2023 08:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56150987/gdcfm0klihhn6efunxgc3xiwjpgo1o7hx5sk7hsd.mp3" length="1986048" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2eccc13d-665c-4e2d-a3fb-bfc204658567/2eccc13d-665c-4e2d-a3fb-bfc204658567.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2eccc13d-665c-4e2d-a3fb-bfc204658567/2eccc13d-665c-4e2d-a3fb-bfc204658567.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2eccc13d-665c-4e2d-a3fb-bfc204658567/2eccc13d-665c-4e2d-a3fb-bfc204658567.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Women in engineering - Why diversity is more than just a buzzwordEngineering’s growth and innovation are incredible but overshadowed by the pervasive lack of diversity. It’s not a checklist item but essential for groundbreaking ideas and solutions. To...</itunes:subtitle><itunes:summary><![CDATA[Women in engineering - Why diversity is more than just a buzzwordEngineering’s growth and innovation are incredible but overshadowed by the pervasive lack of diversity. It’s not a checklist item but essential for groundbreaking ideas and solutions. To address this, organizations must promote diversity, support underrepresented groups, and increase women’s representation, creating a positive impact on society.The world of STEM industries has experienced remarkable growth in recent years, transforming into an innovative and exciting field. In engineering particularly, technology advancements have opened up numerous avenues for individuals aspiring to work in the STEM sector. With a growing global population and an increased focus on addressing environmental, security and safety challenges, fostering innovation has become more crucial than ever.However, it is disheartening that diversity still remains a big problem in the industry, with a mere  12% of engineers  being women and only  9% of engineers  in the UK being from Black, Asian or minority ethnic backgrounds. Diversity allows us to foster an innovative environment, so these low numbers don’t bode well for an industry that relies on the skills, knowledge and talents of people to positively impact the world around us. It is not enough to simply think of diversity as a checklist exercise or a buzzword for businesses, but rather something that is integral to the very nature of the field.WHAT DIVERSITY TRULY MEANS IN PRACTICEAwareness days like  International Women in Engineering Day  are a great step for us to acknowledge this issue and do better to truly be diverse as an industry – but this doesn’t mean that we should only hold initiatives on these dates. Instead, we need to ensure that diversity is always at the forefront of our plans.Technology is not just about advancements and breakthroughs; it is about the minds behind the tech, diverse perspectives, and experiences from different walks of life. As a senior software engineer at 8×8, I have witnessed firsthand the positive impact that women have on the field. It is inspiring to see more women occupying senior and leadership positions, bringing their unique insights and creative problem-solving abilities to the table. This is something that needs to continue at a faster pace across the whole industry.Diversity is not merely a buzzword; it is a catalyst for groundbreaking ideas and transformative solutions. Therefore, it is imperative for organisations to actively support and  promote diversity in engineering  . This includes collaborating with universities to offer graduate programs for aspiring engineers from underrepresented groups, supporting initiatives that train women to code and help secure their first tech roles, and actively recruiting, upskilling, and retaining women in the industry. By embracing diversity and fostering inclusive environments, we create spaces where innovative ideas thrive and different perspectives contribute to the development of cutting-edge solutions.THE IMPORTANCE OF REPRESENTATIONRepresentation matters. Having diverse engineering teams in your organisation is essential for several reasons. First and foremost, it provides role models and inspires the next generation of engineers. When young girls see women that they can relate to, succeeding in the field, it challenges stereotypes and encourages them to pursue careers in engineering.It’s also important to ensure women in engineering and tech are not siloed to specific roles later in their careers. Technology is about progress and innovation and we can only be successful by ensuring that the minds behind the tech are diverse and are given equal opportunities. By increasing the representation of women of all backgrounds in engineering, we enhance the industry’s ability to address complex challenges and create a positive impact on society.ACCELERATING DIVERSITY THROUGH SKILLS DEVELOPMENTThere are a number of core skills that play a vital...]]></itunes:summary><itunes:duration>332</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How Digital Technologies are being used in Career Guidance</title><link>https://www.spreaker.com/episode/how-digital-technologies-are-being-used-in-career-guidance--56136249</link><description><![CDATA[This article is about how digital technologies like artificial intelligence, virtual reality and gamification are being used in school career guidance to make it more effective, efficient and equitable.Young people from around the world are entering the labour market more highly qualified than ever before, but in many countries, they are still finding it difficult to find fulfilling employment. We know that effective career guidance that allow students in school to explore, experience and think about their futures can be expected to help improve students’ long-term employment outcomes.The OECD Career Readiness project reviewed longitudinal data sets (including from the UK) to confirm that 11 indicators of career readiness (for example workplace visits or job fairs) were associated with lower levels of unemployment, higher wages and happiness with career choice. Unfortunately, in many countries, PISA data shows that too few students are engaging sufficiently in career guidance and often, as in the UK, it is students from the most disadvantaged backgrounds who are less likely to receive the support they need.So how can we make career guidance more effective, efficient, and equitable?Driven by the needs of the pandemic and the rapid pace of technological change, one important new development in the field of career guidance relates to the use of digital tools and resources.The OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY) is an open-access, searchable repository of case studies on how digital technologies are being used in career guidance around the world. It has been designed to enable the global community of policy makers, schools and guidance practitioners to gain easy access to up-to-date practice examples, and insights on effective commissioning, development and use of digital technologies in school career guidance.Users can search the site by different types of career guidance, by the age of students, country or the type of technology used. They can also watch video presentations of new technologies, access blogs by leading figures in the field and read the latest research papers.How are digital technologies being used in school career guidance?In France, JobIRL’s E-mentoring program matches mentors with young people to help them in multiple aspects of career guidance. Virtual reality is being used in New Brunswick, Canada to give students a taste of in-demand skilled jobs that use heavy machinery through Career Modules that students complete at school. This means students get experiences of workplaces that would otherwise be impossible due to safety considerations in ways that makes it easy to connect with labour market information.In the UK, CiCi the 24/7 chatbot uses artificial intelligence to support students exploring career options. Developed in Australia, the BECOME program uses an application to allow students to explore the job market deeply to help students expand their knowledge about jobs and help them to understand what they are interested in. These are just four examples of digital technologies being used to deliver career guidance in ways we have not seen before.As an observatory, ODiCY is designed to be continually updated with innovative uses of technology from around the world, so if you are interested in how work placements are being delivered in England or Finland, or how different countries are using video streaming to enable career talks with guest speakers, or how virtual reality is being used around the world, take a look at this new, free resource. To date, while innovation has been remarkable, very little digital delivery has been formally evaluated.The Observatory on Digital Technologies in Career Guidance for Youth is an important first step towards understanding effective impact by bringing together some of the most exciting global developments in career guidance. If you are the developer or user of a digital tool, you can submit your own case study for considerati...]]></description><guid isPermaLink="false">oLaRoPxD</guid><pubDate>Tue, 18 Jul 2023 07:54:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56136249/cmzxfcmsnzldokmsvm9kr6rtrjxwkstllrczwpkw.mp3" length="1367136" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e591309e-1857-4b02-816b-f8c9ae7a70e6/e591309e-1857-4b02-816b-f8c9ae7a70e6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e591309e-1857-4b02-816b-f8c9ae7a70e6/e591309e-1857-4b02-816b-f8c9ae7a70e6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e591309e-1857-4b02-816b-f8c9ae7a70e6/e591309e-1857-4b02-816b-f8c9ae7a70e6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article is about how digital technologies like artificial intelligence, virtual reality and gamification are being used in school career guidance to make it more effective, efficient and equitable.Young people from around the world are entering...</itunes:subtitle><itunes:summary><![CDATA[This article is about how digital technologies like artificial intelligence, virtual reality and gamification are being used in school career guidance to make it more effective, efficient and equitable.Young people from around the world are entering the labour market more highly qualified than ever before, but in many countries, they are still finding it difficult to find fulfilling employment. We know that effective career guidance that allow students in school to explore, experience and think about their futures can be expected to help improve students’ long-term employment outcomes.The OECD Career Readiness project reviewed longitudinal data sets (including from the UK) to confirm that 11 indicators of career readiness (for example workplace visits or job fairs) were associated with lower levels of unemployment, higher wages and happiness with career choice. Unfortunately, in many countries, PISA data shows that too few students are engaging sufficiently in career guidance and often, as in the UK, it is students from the most disadvantaged backgrounds who are less likely to receive the support they need.So how can we make career guidance more effective, efficient, and equitable?Driven by the needs of the pandemic and the rapid pace of technological change, one important new development in the field of career guidance relates to the use of digital tools and resources.The OECD Observatory on Digital Technologies in Career Guidance for Youth (ODiCY) is an open-access, searchable repository of case studies on how digital technologies are being used in career guidance around the world. It has been designed to enable the global community of policy makers, schools and guidance practitioners to gain easy access to up-to-date practice examples, and insights on effective commissioning, development and use of digital technologies in school career guidance.Users can search the site by different types of career guidance, by the age of students, country or the type of technology used. They can also watch video presentations of new technologies, access blogs by leading figures in the field and read the latest research papers.How are digital technologies being used in school career guidance?In France, JobIRL’s E-mentoring program matches mentors with young people to help them in multiple aspects of career guidance. Virtual reality is being used in New Brunswick, Canada to give students a taste of in-demand skilled jobs that use heavy machinery through Career Modules that students complete at school. This means students get experiences of workplaces that would otherwise be impossible due to safety considerations in ways that makes it easy to connect with labour market information.In the UK, CiCi the 24/7 chatbot uses artificial intelligence to support students exploring career options. Developed in Australia, the BECOME program uses an application to allow students to explore the job market deeply to help students expand their knowledge about jobs and help them to understand what they are interested in. These are just four examples of digital technologies being used to deliver career guidance in ways we have not seen before.As an observatory, ODiCY is designed to be continually updated with innovative uses of technology from around the world, so if you are interested in how work placements are being delivered in England or Finland, or how different countries are using video streaming to enable career talks with guest speakers, or how virtual reality is being used around the world, take a look at this new, free resource. To date, while innovation has been remarkable, very little digital delivery has been formally evaluated.The Observatory on Digital Technologies in Career Guidance for Youth is an important first step towards understanding effective impact by bringing together some of the most exciting global developments in career guidance. If you are the developer or user of a digital tool, you can submit your own case study for...]]></itunes:summary><itunes:duration>228</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>3 Recommendations for the Future of Technology in Education</title><link>https://www.spreaker.com/episode/3-recommendations-for-the-future-of-technology-in-education--56136248</link><description><![CDATA[Technology will play an important role in the future of education. However, schools will need to strike the right balance between tech-driven approaches and human expertise. Cicy Ding of WuKong Education unpacks three recommendations for educators to consider as they embark on this journey toward a tech-oriented classroom.Test scores released from the National Assessment of Educational Progress show that the math and reading performance of 13-year-olds in the United States has hit its lowest level in decades. Experts say this drop is the result of the pandemic-related shift to online learning in 2020 when these students were 10 years old, a critical time for developing foundational reading and math skills.As teachers look for ways to address this gap, technology can help whether it’s deployed in the classroom or via online and hybrid learning formats. Technology will be especially important to engage younger generations. Experts already predict that our youngest students, Generation Alpha (born after 2013), will be even more “digital forward” than Generation Z (born between 1997 and 2012).However, as with any learning solution, the technology must be deployed properly to achieve maximum benefit. Educators must seek out solutions that customize content according to students’ unique learning styles and offer insight into student performance. They should also approach new technologies, like AI, carefully. Here are three recommendations for educators to keep in mind when implementing new technology to ensure these innovative tools complement their own expertise. Work Towards Personalised LearningA one-size-fits-all teaching approach does not work for all students. Each student learns best with different learning environments, tools, and methods. In larger classrooms, it’s challenging for teachers to cater to the unique learning styles of each student.Online education platforms help teachers deliver the level of individualized instruction students need. These solutions supplement students’ classroom learning, reinforcing critical content in a way that’s best suited to them. With live group classes, one-to-one instruction and self-paced learning, these platforms cater to all types of learning styles. They can also easily collect data on student progress to identify and focus on areas for improvement.The interactive component of personalized, online learning platforms is also critical to maximize student success. Students in online courses retain 25% more knowledge with gamified learning. This type of interactive content mimics the video games students enjoy and motivates them to achieve learning goals, so parents don’t have to remind them to complete assignments.Gain Better Insight into Student OutcomesThe concept of the data-driven classroom is not new. In 2015, 78% of teachers reported that data helps validate the progress students have made in their learning journeys and helps establish reasonable future goals. Meanwhile, 61% of teachers reported that data and digital tools make them better instructors. With recent advances in AI and big data, the possibilities for data-driven teaching both inside the classroom and via online learning formats have expanded significantly. Teachers no longer have to wait until there’s an assessment to see how well students are responding to their instruction. Instead, they can receive data-driven insights in real time and tailor their instruction to different student needs.Take a math lesson, for instance. After delivering a lesson and presenting new concepts to students, the teacher assigns homework problems for them to submit digitally. This way, the teacher doesn’t have to spend time grading each problem, and the online platform can collect learning data. The platform scores student submissions in seconds, so teachers can immediately review data that pinpoints each student’s challenges. For example, teachers can see whether a student is struggling with multi-step problems or if there are other g...]]></description><guid isPermaLink="false">mL6PXg9A</guid><pubDate>Tue, 18 Jul 2023 07:51:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56136248/xnbep4kuygsa0d3x6xfr0w7ijkqktdxqbjydh90p.mp3" length="2311344" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f13b282-ca4f-4376-8adb-7af19abe4c0e/7f13b282-ca4f-4376-8adb-7af19abe4c0e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f13b282-ca4f-4376-8adb-7af19abe4c0e/7f13b282-ca4f-4376-8adb-7af19abe4c0e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7f13b282-ca4f-4376-8adb-7af19abe4c0e/7f13b282-ca4f-4376-8adb-7af19abe4c0e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Technology will play an important role in the future of education. However, schools will need to strike the right balance between tech-driven approaches and human expertise. Cicy Ding of WuKong Education unpacks three recommendations for educators to...</itunes:subtitle><itunes:summary><![CDATA[Technology will play an important role in the future of education. However, schools will need to strike the right balance between tech-driven approaches and human expertise. Cicy Ding of WuKong Education unpacks three recommendations for educators to consider as they embark on this journey toward a tech-oriented classroom.Test scores released from the National Assessment of Educational Progress show that the math and reading performance of 13-year-olds in the United States has hit its lowest level in decades. Experts say this drop is the result of the pandemic-related shift to online learning in 2020 when these students were 10 years old, a critical time for developing foundational reading and math skills.As teachers look for ways to address this gap, technology can help whether it’s deployed in the classroom or via online and hybrid learning formats. Technology will be especially important to engage younger generations. Experts already predict that our youngest students, Generation Alpha (born after 2013), will be even more “digital forward” than Generation Z (born between 1997 and 2012).However, as with any learning solution, the technology must be deployed properly to achieve maximum benefit. Educators must seek out solutions that customize content according to students’ unique learning styles and offer insight into student performance. They should also approach new technologies, like AI, carefully. Here are three recommendations for educators to keep in mind when implementing new technology to ensure these innovative tools complement their own expertise. Work Towards Personalised LearningA one-size-fits-all teaching approach does not work for all students. Each student learns best with different learning environments, tools, and methods. In larger classrooms, it’s challenging for teachers to cater to the unique learning styles of each student.Online education platforms help teachers deliver the level of individualized instruction students need. These solutions supplement students’ classroom learning, reinforcing critical content in a way that’s best suited to them. With live group classes, one-to-one instruction and self-paced learning, these platforms cater to all types of learning styles. They can also easily collect data on student progress to identify and focus on areas for improvement.The interactive component of personalized, online learning platforms is also critical to maximize student success. Students in online courses retain 25% more knowledge with gamified learning. This type of interactive content mimics the video games students enjoy and motivates them to achieve learning goals, so parents don’t have to remind them to complete assignments.Gain Better Insight into Student OutcomesThe concept of the data-driven classroom is not new. In 2015, 78% of teachers reported that data helps validate the progress students have made in their learning journeys and helps establish reasonable future goals. Meanwhile, 61% of teachers reported that data and digital tools make them better instructors. With recent advances in AI and big data, the possibilities for data-driven teaching both inside the classroom and via online learning formats have expanded significantly. Teachers no longer have to wait until there’s an assessment to see how well students are responding to their instruction. Instead, they can receive data-driven insights in real time and tailor their instruction to different student needs.Take a math lesson, for instance. After delivering a lesson and presenting new concepts to students, the teacher assigns homework problems for them to submit digitally. This way, the teacher doesn’t have to spend time grading each problem, and the online platform can collect learning data. The platform scores student submissions in seconds, so teachers can immediately review data that pinpoints each student’s challenges. For example, teachers can see whether a student is struggling with multi-step problems or if there are...]]></itunes:summary><itunes:duration>386</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Searching for the ‘Correct Way’ to Teach and Learn About AI</title><link>https://www.spreaker.com/episode/searching-for-the-correct-way-to-teach-and-learn-about-ai--56124745</link><description><![CDATA[Searching for the ‘Correct Way’ to Teach and Learn About AIBassim Hijazi, responsible for digital media and communications and content production at  Qatar Foundation’s  education initiative, WISE, explores the ‘correct way’ to teach and learn about AI education. Hijazi discusses the purpose of why we learn in an age of information bombardment.In my role as a host on  WISE’s  On Air  podcast series, AI has been a hot topic of debate. Recently, AI leaders representing big names like OpenAI, DeepMind, and Google came together to sign a  statement that urged caution to AI development  worldwide. While there is plenty to be excited for, there is of course, a lot of concern.Time Magazine  recently wrote a piece comparing the development of this technology to the way nuclear energy was propagated. Some would even liken it to an  AI arms race  . Research on nuclear power began with the intention of advancing nuclear energy for the benefit of mankind. Yet, fear mongering can cause escalation – and the Manhattan Project becoming a reality is a clear example of this.Amidst this chaos of such easily accessible and generative information, and talks of working alongside AI and leveraging it to transform education, we have to ask ourselves a fundamental question: Are our education systems falling behind in teaching us the most important lesson of all: the purpose and meaning of learning?NOT LETTING TECHNOLOGICAL ADVANCEMENTS DETRACT FROM LEARNINGA few weeks ago, I met  Nadeem Nathoo, the co-founder of  The Knowledge Society  (TKS)  , which he describes as a ‘human accelerator’ for young teens looking to change the world, but do not know where to start. To my surprise, he said that he was largely disappointed with the level of ambition globally when it comes to education and its adoption of new innovations.He said that everyone was thinking incrementally about the use of AI in education, referring to recent prominent talks on advancements to personalised learning and tutoring.  “Most people do not care about being educated”  and such recent strides are not going to make young people who do not care about learning suddenly see the value of it.He said that what we need is a paradigm shift in education. We needed to rethink how we teach and learn about AI – and everything else for that matter. And that is what they have been doing with teens at TKS. As he spoke, I recalled my own experience with school. Most of my life, I had always seen learning as a steppingstone and had always done what was expected, not what was meaningful, at least in school itself.It was not until I met a professor in university who took interest in me as a human being and made me see that learning is more than a curriculum. It is a way of life. In other words, he showed me the  purpose  of learning.It became apparent to me that no technological breakthrough conceived in my lifetime was going to be enough for me to break out of that loop. But those meaningful conversations with my professor did.There were many seemingly threatening advancements in technology that made us question the state of our education systems. Calculators spelled out the doom of mathematics, only for examinations to focus on problem-solving over simple calculation. The advent of the internet conjured fears of plagiarism and cheating only for tech companies to develop software that can identify it. These problems have and will continue to exist.We can do our best to curb their impact, but the real challenge is instilling the purpose of why we learn in an age of information bombardment. AI is a very powerful tool and will only continue to evolve – but we as educators need to be teaching and reminding ourselves about the most fundamental lesson of all that no AI can teach –  why  we should learn.NAVIGATING AI AT OUR FINGERTIPSAI is not a new phenomenon. It has been around for decades, but it has gained unprecedented momentum in recent years thanks to breakthroughs in deep learning, natural language proc...]]></description><guid isPermaLink="false">DLV14dzb</guid><pubDate>Mon, 17 Jul 2023 08:33:22 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56124745/zkqmktyiwoiapebhgcneuvlrsqsspxidjnikpiwf.mp3" length="2200464" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/152c3dc1-7a52-4baa-95b3-f3bd781b50d7/152c3dc1-7a52-4baa-95b3-f3bd781b50d7.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/152c3dc1-7a52-4baa-95b3-f3bd781b50d7/152c3dc1-7a52-4baa-95b3-f3bd781b50d7.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/152c3dc1-7a52-4baa-95b3-f3bd781b50d7/152c3dc1-7a52-4baa-95b3-f3bd781b50d7.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Searching for the ‘Correct Way’ to Teach and Learn About AIBassim Hijazi, responsible for digital media and communications and content production at  Qatar Foundation’s  education initiative, WISE, explores the ‘correct way’ to teach and learn about...</itunes:subtitle><itunes:summary><![CDATA[Searching for the ‘Correct Way’ to Teach and Learn About AIBassim Hijazi, responsible for digital media and communications and content production at  Qatar Foundation’s  education initiative, WISE, explores the ‘correct way’ to teach and learn about AI education. Hijazi discusses the purpose of why we learn in an age of information bombardment.In my role as a host on  WISE’s  On Air  podcast series, AI has been a hot topic of debate. Recently, AI leaders representing big names like OpenAI, DeepMind, and Google came together to sign a  statement that urged caution to AI development  worldwide. While there is plenty to be excited for, there is of course, a lot of concern.Time Magazine  recently wrote a piece comparing the development of this technology to the way nuclear energy was propagated. Some would even liken it to an  AI arms race  . Research on nuclear power began with the intention of advancing nuclear energy for the benefit of mankind. Yet, fear mongering can cause escalation – and the Manhattan Project becoming a reality is a clear example of this.Amidst this chaos of such easily accessible and generative information, and talks of working alongside AI and leveraging it to transform education, we have to ask ourselves a fundamental question: Are our education systems falling behind in teaching us the most important lesson of all: the purpose and meaning of learning?NOT LETTING TECHNOLOGICAL ADVANCEMENTS DETRACT FROM LEARNINGA few weeks ago, I met  Nadeem Nathoo, the co-founder of  The Knowledge Society  (TKS)  , which he describes as a ‘human accelerator’ for young teens looking to change the world, but do not know where to start. To my surprise, he said that he was largely disappointed with the level of ambition globally when it comes to education and its adoption of new innovations.He said that everyone was thinking incrementally about the use of AI in education, referring to recent prominent talks on advancements to personalised learning and tutoring.  “Most people do not care about being educated”  and such recent strides are not going to make young people who do not care about learning suddenly see the value of it.He said that what we need is a paradigm shift in education. We needed to rethink how we teach and learn about AI – and everything else for that matter. And that is what they have been doing with teens at TKS. As he spoke, I recalled my own experience with school. Most of my life, I had always seen learning as a steppingstone and had always done what was expected, not what was meaningful, at least in school itself.It was not until I met a professor in university who took interest in me as a human being and made me see that learning is more than a curriculum. It is a way of life. In other words, he showed me the  purpose  of learning.It became apparent to me that no technological breakthrough conceived in my lifetime was going to be enough for me to break out of that loop. But those meaningful conversations with my professor did.There were many seemingly threatening advancements in technology that made us question the state of our education systems. Calculators spelled out the doom of mathematics, only for examinations to focus on problem-solving over simple calculation. The advent of the internet conjured fears of plagiarism and cheating only for tech companies to develop software that can identify it. These problems have and will continue to exist.We can do our best to curb their impact, but the real challenge is instilling the purpose of why we learn in an age of information bombardment. AI is a very powerful tool and will only continue to evolve – but we as educators need to be teaching and reminding ourselves about the most fundamental lesson of all that no AI can teach –  why  we should learn.NAVIGATING AI AT OUR FINGERTIPSAI is not a new phenomenon. It has been around for decades, but it has gained unprecedented momentum in recent years thanks to breakthroughs in deep learning, natural language...]]></itunes:summary><itunes:duration>367</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Micro-credentials: a perspective from Europe</title><link>https://www.spreaker.com/episode/micro-credentials-a-perspective-from-europe--56124382</link><description><![CDATA[Micro-credentials: a perspective from EuropeFollowing the pandemic, Micro-credentials have become an important agent in the process of re-skilling for the new economy. This report looks at the European perspective on this emerging vehicle for retraining.Recently I’ve been doing a bit of work with CEDEFOP, the European Centre for the Development of  Vocational Training  . Their work is based on high quality research and evidence-based policy advice, so they haven’t featured much in UK strategic thinking.UNDERSTANDING THE COMPLEXITIES OF VOCATIONAL QUALIFICATION SYSTEMSAt their foundation in 1975 CEDIFOP was charged with establishing comparability across mainly European national vocational qualification systems, in order to support the free movement of labour. For example, what could a BTEC National give you access to in Germany, what does a French Baccalaureate S progress you to in the UK?This task proved impossible. However, it did deepen our understanding of the nature of vocational, skills and professional learning. National, and most especially regional vocational systems do not travel well. They are closely tied to the professional, cultural and economic circumstances of each region. Employers’ needs and preferences are often not well articulated, and the process of building a credible, and valid vocational qualification is a complex one, as is proving to be the case with  T levels  . Governmental principles are often in tension with student choice and employer needs.In 2019 CEDEFOP was re-launched to research into, and enhance our understanding of skills-based learning, and to advise policy makers accordingly. Hence their present interest in  Micro-credentials  , bite size courses that have come to prominence during and after the pandemic as industry accommodates to a changing economic and technological context. As a consequence, many in the workforce have had to rapidly retrain to continue in employment.EXPLORING THE POTENTIAL OF MICRO-CREDENTIALSA CEDIFOP conference, 22 – 23 June surveyed the present state of Micro-credentials across Europe. Led by Anastasia Pouliou (CEDEFOP expert in qualifications, credentials and the future of VET) the conference looked at how Micro-credentials can improve skills utilisation and career development, and build stronger links with workplace requirements. Anastasia makes the point that designing a Micro-credential requires careful and precise articulation of learning outcomes.Some sessions in the conference engaged in the sterile debate on how micro-credentials should relate to national systems, and whether credits could be assigned tariffs, aligned with existing qualifications, and so become transferable. This sounds like the assessment bureaucracy trying to get their hands on a movement which is essentially local, spontaneous, and indeed potentially subversive. Micro-credentials may, in time, provide material for a formal qualification, and be subject to official validation procedures, creating mew modules of an existing qualification. But initially it is the relative informality of Micro-credentials that is their strength: disruptive innovation rather that excessive regulation.UNDERSTANDING THE SCOPE AND LIMITATIONS OF MICRO-CREDENTIALSIt is useful to stress what Micro-credentials are not. They cannot, must not, replace licence to practice courses. These are properly the subject of strict legislation and rigorous standards of assessment. They are not appropriate for the education of young people. Young people need an entitlement curriculum and qualifications that are nationally respected, transferable within an administration, of some substance, and provide for progression. Micro-credentials are for the older learner re-skilling or  up-skilling in a time of turbulence.CEDEFOP is now researching the changes to vocational education, in response to the present fluctuating economy, political map, and demographic trends.Towards the end of the conference, I joined a session  Future research...]]></description><guid isPermaLink="false">GzRE3p9Q</guid><pubDate>Mon, 17 Jul 2023 07:33:38 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56124382/nufdlaqvrkmimzfodjufj4rk26ku0saqfubeb3ij.mp3" length="1776096" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cea7dbff-cfba-49bb-a362-21ae00bab200/cea7dbff-cfba-49bb-a362-21ae00bab200.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cea7dbff-cfba-49bb-a362-21ae00bab200/cea7dbff-cfba-49bb-a362-21ae00bab200.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cea7dbff-cfba-49bb-a362-21ae00bab200/cea7dbff-cfba-49bb-a362-21ae00bab200.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Micro-credentials: a perspective from EuropeFollowing the pandemic, Micro-credentials have become an important agent in the process of re-skilling for the new economy. This report looks at the European perspective on this emerging vehicle for...</itunes:subtitle><itunes:summary><![CDATA[Micro-credentials: a perspective from EuropeFollowing the pandemic, Micro-credentials have become an important agent in the process of re-skilling for the new economy. This report looks at the European perspective on this emerging vehicle for retraining.Recently I’ve been doing a bit of work with CEDEFOP, the European Centre for the Development of  Vocational Training  . Their work is based on high quality research and evidence-based policy advice, so they haven’t featured much in UK strategic thinking.UNDERSTANDING THE COMPLEXITIES OF VOCATIONAL QUALIFICATION SYSTEMSAt their foundation in 1975 CEDIFOP was charged with establishing comparability across mainly European national vocational qualification systems, in order to support the free movement of labour. For example, what could a BTEC National give you access to in Germany, what does a French Baccalaureate S progress you to in the UK?This task proved impossible. However, it did deepen our understanding of the nature of vocational, skills and professional learning. National, and most especially regional vocational systems do not travel well. They are closely tied to the professional, cultural and economic circumstances of each region. Employers’ needs and preferences are often not well articulated, and the process of building a credible, and valid vocational qualification is a complex one, as is proving to be the case with  T levels  . Governmental principles are often in tension with student choice and employer needs.In 2019 CEDEFOP was re-launched to research into, and enhance our understanding of skills-based learning, and to advise policy makers accordingly. Hence their present interest in  Micro-credentials  , bite size courses that have come to prominence during and after the pandemic as industry accommodates to a changing economic and technological context. As a consequence, many in the workforce have had to rapidly retrain to continue in employment.EXPLORING THE POTENTIAL OF MICRO-CREDENTIALSA CEDIFOP conference, 22 – 23 June surveyed the present state of Micro-credentials across Europe. Led by Anastasia Pouliou (CEDEFOP expert in qualifications, credentials and the future of VET) the conference looked at how Micro-credentials can improve skills utilisation and career development, and build stronger links with workplace requirements. Anastasia makes the point that designing a Micro-credential requires careful and precise articulation of learning outcomes.Some sessions in the conference engaged in the sterile debate on how micro-credentials should relate to national systems, and whether credits could be assigned tariffs, aligned with existing qualifications, and so become transferable. This sounds like the assessment bureaucracy trying to get their hands on a movement which is essentially local, spontaneous, and indeed potentially subversive. Micro-credentials may, in time, provide material for a formal qualification, and be subject to official validation procedures, creating mew modules of an existing qualification. But initially it is the relative informality of Micro-credentials that is their strength: disruptive innovation rather that excessive regulation.UNDERSTANDING THE SCOPE AND LIMITATIONS OF MICRO-CREDENTIALSIt is useful to stress what Micro-credentials are not. They cannot, must not, replace licence to practice courses. These are properly the subject of strict legislation and rigorous standards of assessment. They are not appropriate for the education of young people. Young people need an entitlement curriculum and qualifications that are nationally respected, transferable within an administration, of some substance, and provide for progression. Micro-credentials are for the older learner re-skilling or  up-skilling in a time of turbulence.CEDEFOP is now researching the changes to vocational education, in response to the present fluctuating economy, political map, and demographic trends.Towards the end of the conference, I joined a session  Future...]]></itunes:summary><itunes:duration>297</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Attracting Industry Candidates to Become Apprenticeship Trainers: Bridging the Gap in Spec</title><link>https://www.spreaker.com/episode/attracting-industry-candidates-to-become-apprenticeship-trainers-bridging-the-gap-in-spec--56099322</link><description><![CDATA[Attracting Industry Candidates to Become Apprenticeship Trainers: Bridging the Gap in Specialist Trainer ShortagesSpencer Mehlman MD at the National Skills Agency shares his views on the shortage of Trainers, Coaches and Assessors in our marketplace and makes a number of suggestions and observations that are aimed at helping providers attract key skills from industry.As the shortage of specialist trainers continues to challenge the  Training Provider  market, it is crucial to attract professionals from various key sectors to become apprenticeship trainers or coaches. The current areas that we are experiencing a chronic shortage include Childcare, IT (Data, Cyber, Software, Networks), Electrical, Mechanical, Carpentry, Brickwork and Automotive to name but a few.By enticing industry candidates to transition into training roles, we can address the scarcity of skilled trainers and ensure the development of the next generation. The National Skills Agency, the leading recruiter of apprenticeship managers, trainers, coaches, and assessors in the UK, shares effective strategies to attract and encourage industry candidates to embrace this fulfilling career path.It can be tough to attract well-paid industry specialists as often the training route is not as financially lucrative. However, many candidates can be tipped over the edge when they are ready for a change in direction but can still use their skills. Others due to the physicality of some roles no longer want to be at the sharp end of say trade skills and the option to teach or train is an attractive way forward.Here are some other strategies to help.HIGHLIGHT THE IMPACT OF KNOWLEDGE SHARING:One effective way to attract industry candidates to become apprenticeship trainers is by emphasising the impact of knowledge sharing. Showcase how their expertise and experience can shape the future workforce, empowering apprentices to succeed in their chosen fields. There is real satisfaction in making a tangible difference in the lives of individuals and the broader industry. By positioning the role as an opportunity to leave a lasting legacy, industry candidates can be enticed to embrace training roles and contribute to bridging the gap in specialist trainer shortages.PROMOTE PERSONAL AND PROFESSIONAL GROWTH:Demonstrate the personal and  professional growth opportunities  that come with becoming an apprenticeship trainer or coach. Emphasise the chance to develop excellent communication, mentoring, and leadership skills. Highlight that trainers have the opportunity to continually learn and stay abreast of industry trends while imparting their knowledge. By positioning training roles as a pathway for self-improvement and staying relevant in the industry, industry candidates will be motivated to consider transitioning into these roles.OFFER MENTORSHIP AND SUPPORT PROGRAMS:Create mentorship and support programs specifically tailored for industry candidates transitioning into training roles. Provide comprehensive training and guidance on instructional techniques, curriculum development, and assessment methods. By offering these resources, the National Skills Agency can help industry candidates feel confident and equipped to embark on their training journey. Pairing them with experienced trainers or coaches as mentors can provide invaluable support and nurture their growth in their new role.SHOWCASE CAREER ADVANCEMENT OPPORTUNITIES:Highlight the potential for career advancement and professional recognition that comes with being an apprenticeship trainer. Showcase success stories of individuals who have transitioned from industry roles to become renowned trainers or coaches. Illustrate the potential for progression into management or leadership positions within training organisations or  the apprenticeship sector  . By demonstrating the long-term prospects and rewards of the training career path, industry candidates can envision a fulfilling and prosperous future as apprenticeship trainers.CONCLUS...]]></description><guid isPermaLink="false">Zxn51NLj</guid><pubDate>Fri, 14 Jul 2023 08:32:51 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56099322/uixikbckiqa9rzgj99diwmwpkkw16koks4qlsqs6.mp3" length="1519632" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a71b7bb6-3f7b-499d-91e3-8d7820f4429c/a71b7bb6-3f7b-499d-91e3-8d7820f4429c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a71b7bb6-3f7b-499d-91e3-8d7820f4429c/a71b7bb6-3f7b-499d-91e3-8d7820f4429c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a71b7bb6-3f7b-499d-91e3-8d7820f4429c/a71b7bb6-3f7b-499d-91e3-8d7820f4429c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Attracting Industry Candidates to Become Apprenticeship Trainers: Bridging the Gap in Specialist Trainer ShortagesSpencer Mehlman MD at the National Skills Agency shares his views on the shortage of Trainers, Coaches and Assessors in our marketplace...</itunes:subtitle><itunes:summary><![CDATA[Attracting Industry Candidates to Become Apprenticeship Trainers: Bridging the Gap in Specialist Trainer ShortagesSpencer Mehlman MD at the National Skills Agency shares his views on the shortage of Trainers, Coaches and Assessors in our marketplace and makes a number of suggestions and observations that are aimed at helping providers attract key skills from industry.As the shortage of specialist trainers continues to challenge the  Training Provider  market, it is crucial to attract professionals from various key sectors to become apprenticeship trainers or coaches. The current areas that we are experiencing a chronic shortage include Childcare, IT (Data, Cyber, Software, Networks), Electrical, Mechanical, Carpentry, Brickwork and Automotive to name but a few.By enticing industry candidates to transition into training roles, we can address the scarcity of skilled trainers and ensure the development of the next generation. The National Skills Agency, the leading recruiter of apprenticeship managers, trainers, coaches, and assessors in the UK, shares effective strategies to attract and encourage industry candidates to embrace this fulfilling career path.It can be tough to attract well-paid industry specialists as often the training route is not as financially lucrative. However, many candidates can be tipped over the edge when they are ready for a change in direction but can still use their skills. Others due to the physicality of some roles no longer want to be at the sharp end of say trade skills and the option to teach or train is an attractive way forward.Here are some other strategies to help.HIGHLIGHT THE IMPACT OF KNOWLEDGE SHARING:One effective way to attract industry candidates to become apprenticeship trainers is by emphasising the impact of knowledge sharing. Showcase how their expertise and experience can shape the future workforce, empowering apprentices to succeed in their chosen fields. There is real satisfaction in making a tangible difference in the lives of individuals and the broader industry. By positioning the role as an opportunity to leave a lasting legacy, industry candidates can be enticed to embrace training roles and contribute to bridging the gap in specialist trainer shortages.PROMOTE PERSONAL AND PROFESSIONAL GROWTH:Demonstrate the personal and  professional growth opportunities  that come with becoming an apprenticeship trainer or coach. Emphasise the chance to develop excellent communication, mentoring, and leadership skills. Highlight that trainers have the opportunity to continually learn and stay abreast of industry trends while imparting their knowledge. By positioning training roles as a pathway for self-improvement and staying relevant in the industry, industry candidates will be motivated to consider transitioning into these roles.OFFER MENTORSHIP AND SUPPORT PROGRAMS:Create mentorship and support programs specifically tailored for industry candidates transitioning into training roles. Provide comprehensive training and guidance on instructional techniques, curriculum development, and assessment methods. By offering these resources, the National Skills Agency can help industry candidates feel confident and equipped to embark on their training journey. Pairing them with experienced trainers or coaches as mentors can provide invaluable support and nurture their growth in their new role.SHOWCASE CAREER ADVANCEMENT OPPORTUNITIES:Highlight the potential for career advancement and professional recognition that comes with being an apprenticeship trainer. Showcase success stories of individuals who have transitioned from industry roles to become renowned trainers or coaches. Illustrate the potential for progression into management or leadership positions within training organisations or  the apprenticeship sector  . By demonstrating the long-term prospects and rewards of the training career path, industry candidates can envision a fulfilling and prosperous future as apprenticeship...]]></itunes:summary><itunes:duration>254</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Help students gain edge after work experience</title><link>https://www.spreaker.com/episode/help-students-gain-edge-after-work-experience--56083557</link><description><![CDATA[Help students gain edge after work experienceAfter becoming a casualty of lockdown, work experience is well and truly back yet new research shows students are struggling to make the most of the opportunities in front of them. We look at the  evidence  and what needs to be done.The national lockdowns of 2020 led to a significant reduction in the volume of work experience opportunities available to young people.While the Institute of Student Employers reported  employers had cut opportunities by 40%  , our  Early Careers Survey  showed just 17% of students had undertaken work experience in 2020/21.This year work experience is well and truly back. The majority (75%) of respondents to our  annual survey  of around 5,000 students had undertaken some form of work experience in the last year.There’s no denying that the sector recognises the value of work experience in helping the employability of young people, so on the surface a return to work experience seems like a good news story. But there’s another factor at play.RECOGNITIONWhat’s interesting about this year’s findings is that a significant proportion of respondents didn’t seem to recognise the value of what they had been doing.We found the majority of students were struggling to find jobs and the main reason they gave was that it was due to not having the right work experience. However, 80% of those people had actually done some form of work experience in the last 12 months.Perhaps they didn’t recognise what they had been doing as the kind of work experience employers would want. Perhaps they felt their experience was simply not industry-relevant so therefore useless.What’s clear is that we need to help students better understand the different types of work experience, the benefits and the importance of transferable skills.WHEN IS WORK EXPERIENCE MOST VALUABLE?‘Work experience’ isn’t just about undertaking a formal and suitable named ‘internship’ or ‘placement’. All types of work develop skills, attitudes and attributes that employers value.A part-time job, volunteering, supporting a community project, a side hustle selling things you’ve made or don’t want, all of these things are valuable.Our  Early Careers Survey  found students with work experience felt more prepared for work (69%) than those without (56%). Most respondents to the survey agreed that their work experience developed skills, improved career prospects and confirmed career choices.There are some factors that influence value, however. Those who worked one to six months, in-person or hybrid (as opposed to virtually) and who received payment (unpaid work experience was perceived to hold less value) benefited the most.A FAIR WAGEIt’s worth noting that while the noise around unpaid work experience seems to have subsided, the issue hasn’t gone away.This year 64% of students said they had worked for free. Unpaid work experience is more common among sixth form and college students, likely because they tend to work for shorter periods. These numbers are pretty consistent with figures we’ve had over the last five years.While work experience is extremely valuable in launching careers, students should be reminded that this shouldn’t be traded for the basic right to be paid a fair day’s wage for a fair day’s work. No exclusions to the national minimum wage apply and there is plenty of government guidance on this area.HOW CAN WE SUPPORT STUDENTS?We need to reassure students that even if their job or experience isn’t directly related to the industry they would like to enter, it still has value.It’s an opportunity to develop the generic skills all employers will want, and we often take for granted. Knowing how to communicate with people at different levels, how to behave in a work environment, the importance of time keeping and deadlines, working with others, being adaptable and resilient to change and challenge. The list goes on. Students may even find it opens their eyes to roles or sectors they hadn’t even considered.Careers...]]></description><guid isPermaLink="false">bzMqv7zQ</guid><pubDate>Thu, 13 Jul 2023 07:32:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56083557/cloq4iemo2goji2ggsvqok4rygspjygwa15kunay.mp3" length="1677312" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8a1ffbc7-c885-4282-bbc1-4e4322df42cd/8a1ffbc7-c885-4282-bbc1-4e4322df42cd.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8a1ffbc7-c885-4282-bbc1-4e4322df42cd/8a1ffbc7-c885-4282-bbc1-4e4322df42cd.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8a1ffbc7-c885-4282-bbc1-4e4322df42cd/8a1ffbc7-c885-4282-bbc1-4e4322df42cd.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Help students gain edge after work experienceAfter becoming a casualty of lockdown, work experience is well and truly back yet new research shows students are struggling to make the most of the opportunities in front of them. We look at the  evidence...</itunes:subtitle><itunes:summary><![CDATA[Help students gain edge after work experienceAfter becoming a casualty of lockdown, work experience is well and truly back yet new research shows students are struggling to make the most of the opportunities in front of them. We look at the  evidence  and what needs to be done.The national lockdowns of 2020 led to a significant reduction in the volume of work experience opportunities available to young people.While the Institute of Student Employers reported  employers had cut opportunities by 40%  , our  Early Careers Survey  showed just 17% of students had undertaken work experience in 2020/21.This year work experience is well and truly back. The majority (75%) of respondents to our  annual survey  of around 5,000 students had undertaken some form of work experience in the last year.There’s no denying that the sector recognises the value of work experience in helping the employability of young people, so on the surface a return to work experience seems like a good news story. But there’s another factor at play.RECOGNITIONWhat’s interesting about this year’s findings is that a significant proportion of respondents didn’t seem to recognise the value of what they had been doing.We found the majority of students were struggling to find jobs and the main reason they gave was that it was due to not having the right work experience. However, 80% of those people had actually done some form of work experience in the last 12 months.Perhaps they didn’t recognise what they had been doing as the kind of work experience employers would want. Perhaps they felt their experience was simply not industry-relevant so therefore useless.What’s clear is that we need to help students better understand the different types of work experience, the benefits and the importance of transferable skills.WHEN IS WORK EXPERIENCE MOST VALUABLE?‘Work experience’ isn’t just about undertaking a formal and suitable named ‘internship’ or ‘placement’. All types of work develop skills, attitudes and attributes that employers value.A part-time job, volunteering, supporting a community project, a side hustle selling things you’ve made or don’t want, all of these things are valuable.Our  Early Careers Survey  found students with work experience felt more prepared for work (69%) than those without (56%). Most respondents to the survey agreed that their work experience developed skills, improved career prospects and confirmed career choices.There are some factors that influence value, however. Those who worked one to six months, in-person or hybrid (as opposed to virtually) and who received payment (unpaid work experience was perceived to hold less value) benefited the most.A FAIR WAGEIt’s worth noting that while the noise around unpaid work experience seems to have subsided, the issue hasn’t gone away.This year 64% of students said they had worked for free. Unpaid work experience is more common among sixth form and college students, likely because they tend to work for shorter periods. These numbers are pretty consistent with figures we’ve had over the last five years.While work experience is extremely valuable in launching careers, students should be reminded that this shouldn’t be traded for the basic right to be paid a fair day’s wage for a fair day’s work. No exclusions to the national minimum wage apply and there is plenty of government guidance on this area.HOW CAN WE SUPPORT STUDENTS?We need to reassure students that even if their job or experience isn’t directly related to the industry they would like to enter, it still has value.It’s an opportunity to develop the generic skills all employers will want, and we often take for granted. Knowing how to communicate with people at different levels, how to behave in a work environment, the importance of time keeping and deadlines, working with others, being adaptable and resilient to change and challenge. The list goes on. Students may even find it opens their eyes to roles or sectors they hadn’t even...]]></itunes:summary><itunes:duration>280</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Shaping science citizens in the age of climate change</title><link>https://www.spreaker.com/episode/shaping-science-citizens-in-the-age-of-climate-change--56083342</link><description><![CDATA[Shaping science citizens in the age of climate changeYoung people today need to be prepared to apply scientific thinking skills to everyday decisions. In this article, Dave Leach discusses how the new Programme for International Student Assessment Framework will help.It has never been more important for science education to create young people who can apply their scientific literacy to issues of everyday life such as health, environment, and the physical world.At Oxford University Press, we recently unveiled the new Programme for International Student Assessment (PISA) 2025 Science Framework, delivered by us, for the Organisation for Economic Cooperation and Development (OECD).PISA assessments are key for evaluating the quality and efficiency of our education systems; since 2000, it has involved more than 90 countries and around 3 million students worldwide. In 2025, PISA focusses on Science and our Framework will guide that assessment.Assessing students on their ability to use scientific skills to analyse data and evidence, PISA will examine to what extent science education inspires action towards sustainability and protecting the environment, and how, ultimately, we are shaping “science citizens” for the future.I have worked on many editions of PISA before alongside groups of academics and practitioners who are experts in their field, but this one was a particular challenge.We were tasked with describing ‘Science’ against an increasingly uncertain backdrop; a rapidly evolving global pandemic, a climate emergency accelerating with young people protesting strongly against existing policies and attitudes, and a media environment where misinformation can be given equal representation as scientific fact.The Framework for 2025 is so much broader than the first one I worked on for the 2015 test and reminds me how difficult life can be for 15-year-old children, with world challenges falling on their shoulders.THE FUTURE OF SCIENCE EDUCATIONTo celebrate the launch of the Science Framework, we held a fascinating panel discussion on the  future of science education  .One of the panellists, Jonathan Osborne, Emeritus Professor at Stanford University and Chair of the PISA Science Expert Group, highlighted the importance of celebrating awe and wonder through science education:“I don’t think we should lose sight of the fact that actually one of the core missions of science education is to introduce students to ideas that are simply transformative…. the idea that you live on a tiny planet circulating a star, which is part of thousands of millions of stars, of which there are many more thousands of these, that is simply awesome.”However, in order to foster a love of the subject, we need to make it relevant to everyone in the face of an increasing need for science education in our daily lives.Underpinning the Framework, the OECD and OUP published the ‘  Agency in the Anthropocene’ paper  which set out a new focus on education for sustainability and environmental action for PISA. This is a subject that we, and young people around the world, think is so significant.Peta White, Associate Professor in Environmental Education at Deakin University, who chaired our Environmental Sciences Expert Group, emphasised this point:“I think the school strike for climate was a clear demonstration that our young people have a very strong desire to know what’s going on in their world.”Andreas Schleicher, Director for Education and Skills at the OECD, also described the importance of data from each PISA assessment process, which shows the link between science education and the readiness to take action on subjects such as climate change:“We could see that young people who lacked a scientific understanding often had a quite naive scientific optimism that ‘Some politician is going to come along and solve all of this. I don’t need to change my behaviour.’ Students with a deeper scientific understanding are much more realistic and much more engaged.”The PISA Framewor...]]></description><guid isPermaLink="false">Kx4Zrgzb</guid><pubDate>Thu, 13 Jul 2023 07:32:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56083342/a5swiyzbtwytxib9e5ueohnwmky8ukizrkjg77ki.mp3" length="1827792" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e9566077-89f2-43b1-adec-02ee3b44b385/e9566077-89f2-43b1-adec-02ee3b44b385.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e9566077-89f2-43b1-adec-02ee3b44b385/e9566077-89f2-43b1-adec-02ee3b44b385.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e9566077-89f2-43b1-adec-02ee3b44b385/e9566077-89f2-43b1-adec-02ee3b44b385.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Shaping science citizens in the age of climate changeYoung people today need to be prepared to apply scientific thinking skills to everyday decisions. In this article, Dave Leach discusses how the new Programme for International Student Assessment...</itunes:subtitle><itunes:summary><![CDATA[Shaping science citizens in the age of climate changeYoung people today need to be prepared to apply scientific thinking skills to everyday decisions. In this article, Dave Leach discusses how the new Programme for International Student Assessment Framework will help.It has never been more important for science education to create young people who can apply their scientific literacy to issues of everyday life such as health, environment, and the physical world.At Oxford University Press, we recently unveiled the new Programme for International Student Assessment (PISA) 2025 Science Framework, delivered by us, for the Organisation for Economic Cooperation and Development (OECD).PISA assessments are key for evaluating the quality and efficiency of our education systems; since 2000, it has involved more than 90 countries and around 3 million students worldwide. In 2025, PISA focusses on Science and our Framework will guide that assessment.Assessing students on their ability to use scientific skills to analyse data and evidence, PISA will examine to what extent science education inspires action towards sustainability and protecting the environment, and how, ultimately, we are shaping “science citizens” for the future.I have worked on many editions of PISA before alongside groups of academics and practitioners who are experts in their field, but this one was a particular challenge.We were tasked with describing ‘Science’ against an increasingly uncertain backdrop; a rapidly evolving global pandemic, a climate emergency accelerating with young people protesting strongly against existing policies and attitudes, and a media environment where misinformation can be given equal representation as scientific fact.The Framework for 2025 is so much broader than the first one I worked on for the 2015 test and reminds me how difficult life can be for 15-year-old children, with world challenges falling on their shoulders.THE FUTURE OF SCIENCE EDUCATIONTo celebrate the launch of the Science Framework, we held a fascinating panel discussion on the  future of science education  .One of the panellists, Jonathan Osborne, Emeritus Professor at Stanford University and Chair of the PISA Science Expert Group, highlighted the importance of celebrating awe and wonder through science education:“I don’t think we should lose sight of the fact that actually one of the core missions of science education is to introduce students to ideas that are simply transformative…. the idea that you live on a tiny planet circulating a star, which is part of thousands of millions of stars, of which there are many more thousands of these, that is simply awesome.”However, in order to foster a love of the subject, we need to make it relevant to everyone in the face of an increasing need for science education in our daily lives.Underpinning the Framework, the OECD and OUP published the ‘  Agency in the Anthropocene’ paper  which set out a new focus on education for sustainability and environmental action for PISA. This is a subject that we, and young people around the world, think is so significant.Peta White, Associate Professor in Environmental Education at Deakin University, who chaired our Environmental Sciences Expert Group, emphasised this point:“I think the school strike for climate was a clear demonstration that our young people have a very strong desire to know what’s going on in their world.”Andreas Schleicher, Director for Education and Skills at the OECD, also described the importance of data from each PISA assessment process, which shows the link between science education and the readiness to take action on subjects such as climate change:“We could see that young people who lacked a scientific understanding often had a quite naive scientific optimism that ‘Some politician is going to come along and solve all of this. I don’t need to change my behaviour.’ Students with a deeper scientific understanding are much more realistic and much more engaged.”The PISA...]]></itunes:summary><itunes:duration>305</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Thoughts on encouraging more vocational people into teaching</title><link>https://www.spreaker.com/episode/thoughts-on-encouraging-more-vocational-people-into-teaching--56069170</link><description><![CDATA[Thoughts on encouraging more vocational people into teachingFewer people are considering teaching than ever, and persuading skilled craftspeople out in industry and into the classroom is stifling the country’s productivity. In this article I question if language and expectations might play a part in the reasons why.The one thing many notice when transitioning from a physical work environment into an academic one is just how ‘academic’ things can actually be, both as part of the teaching expectation and the qualification content. The current path for a vocational expert into education is often through the unqualified teacher route; starting work in a college and completing your teaching qualification on the job so to speak, in contrast with, for example, a secondary teacher who has often completed a degree and trained directly as a teacher.For many from vocational backgrounds, there is a stark contradiction. Stepping off the tools as an electrician on a Friday afternoon and starting as a teacher on a Monday morning is a daunting prospect, and perhaps one of the reasons that there is such a shortage of people willing to retrain as teachers (not to mention pay differentials). The academic pathway is rarely chosen by those in trades and professions because they did not consider themselves academic in the first instance, yet when they come into education, they are dropped into an academic and often bureaucratic and managerialist world. It is daunting. One aspect of this is societal.The presumption that someone from a vocational background isn’t academic in nature, even though they have proved themselves successful in college since they left school, is something conferred onto people and worse still, believed. Despite all of this, it is often not the case. Vocational teachers very often surprise themselves with how well they cope with the academic element of the teacher training qualification and how well they pick up the non ‘workshop/lab/salon/kitchen’ elements of the teaching role.BARRIERS TO TEACHINGThis article isn’t intended to do a deep analysis of why we are having such a difficult time recruiting but seeks to highlight an element that irks me. One of the reasons that some enter education is for stability, yet it is anything but. For example, it feels that every time we see some form of qualification reform, we enter back into the academic/vocational debate. See the T Level, the 14-19 Diploma and the GNVQ as examples of the argument.But one thing I think we’re really missing is not necessarily the debate on whether one is better than the other, more so on why are we even comparing them in the first place? The mere fact that politicians often refer to the A Level as the ‘gold standard’ is telling as to what they genuinely think of vocational qualifications, often forgetting the power and ubiquity of their voice on a national scale. Any parent surveying the narrative would less likely refer to this article (or indeed any other vocational advocate) but may listen to something a minister for education might say on national television.Culturally though, we really need to drop this divide. It harms all of education, particularly the young who deserve a more nuanced approach and better and more accurate guidance as to their life options. The fact we separate and label the academic from the technical and vocational does nothing to prepare young people for a future that is far less binary than we would often like to believe.WE NEED TO CHANGE THEN?At the risk of Orwellian connotations, fix should be the new change. We are stuck in a cycle of reform predicated on a historical misrecognition of what vocational skills entail and a wider misunderstanding of how and where the academic, vocational and technical sit within the educational world. For those who have sat in both camps, there are measurable successes. Quick wins.Obvious correlations and perhaps more importantly, knowledge and experience of what does and doesn’t work stemming fro...]]></description><guid isPermaLink="false">nxoBOpL6</guid><pubDate>Wed, 12 Jul 2023 08:32:02 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56069170/kcmhiotm4bljexej3spi50ubizacgacmp7d5bzhm.mp3" length="2582784" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f905c1b1-9378-41f5-9ba8-0d18311c8a9e/f905c1b1-9378-41f5-9ba8-0d18311c8a9e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f905c1b1-9378-41f5-9ba8-0d18311c8a9e/f905c1b1-9378-41f5-9ba8-0d18311c8a9e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f905c1b1-9378-41f5-9ba8-0d18311c8a9e/f905c1b1-9378-41f5-9ba8-0d18311c8a9e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Thoughts on encouraging more vocational people into teachingFewer people are considering teaching than ever, and persuading skilled craftspeople out in industry and into the classroom is stifling the country’s productivity. In this article I question...</itunes:subtitle><itunes:summary><![CDATA[Thoughts on encouraging more vocational people into teachingFewer people are considering teaching than ever, and persuading skilled craftspeople out in industry and into the classroom is stifling the country’s productivity. In this article I question if language and expectations might play a part in the reasons why.The one thing many notice when transitioning from a physical work environment into an academic one is just how ‘academic’ things can actually be, both as part of the teaching expectation and the qualification content. The current path for a vocational expert into education is often through the unqualified teacher route; starting work in a college and completing your teaching qualification on the job so to speak, in contrast with, for example, a secondary teacher who has often completed a degree and trained directly as a teacher.For many from vocational backgrounds, there is a stark contradiction. Stepping off the tools as an electrician on a Friday afternoon and starting as a teacher on a Monday morning is a daunting prospect, and perhaps one of the reasons that there is such a shortage of people willing to retrain as teachers (not to mention pay differentials). The academic pathway is rarely chosen by those in trades and professions because they did not consider themselves academic in the first instance, yet when they come into education, they are dropped into an academic and often bureaucratic and managerialist world. It is daunting. One aspect of this is societal.The presumption that someone from a vocational background isn’t academic in nature, even though they have proved themselves successful in college since they left school, is something conferred onto people and worse still, believed. Despite all of this, it is often not the case. Vocational teachers very often surprise themselves with how well they cope with the academic element of the teacher training qualification and how well they pick up the non ‘workshop/lab/salon/kitchen’ elements of the teaching role.BARRIERS TO TEACHINGThis article isn’t intended to do a deep analysis of why we are having such a difficult time recruiting but seeks to highlight an element that irks me. One of the reasons that some enter education is for stability, yet it is anything but. For example, it feels that every time we see some form of qualification reform, we enter back into the academic/vocational debate. See the T Level, the 14-19 Diploma and the GNVQ as examples of the argument.But one thing I think we’re really missing is not necessarily the debate on whether one is better than the other, more so on why are we even comparing them in the first place? The mere fact that politicians often refer to the A Level as the ‘gold standard’ is telling as to what they genuinely think of vocational qualifications, often forgetting the power and ubiquity of their voice on a national scale. Any parent surveying the narrative would less likely refer to this article (or indeed any other vocational advocate) but may listen to something a minister for education might say on national television.Culturally though, we really need to drop this divide. It harms all of education, particularly the young who deserve a more nuanced approach and better and more accurate guidance as to their life options. The fact we separate and label the academic from the technical and vocational does nothing to prepare young people for a future that is far less binary than we would often like to believe.WE NEED TO CHANGE THEN?At the risk of Orwellian connotations, fix should be the new change. We are stuck in a cycle of reform predicated on a historical misrecognition of what vocational skills entail and a wider misunderstanding of how and where the academic, vocational and technical sit within the educational world. For those who have sat in both camps, there are measurable successes. Quick wins.Obvious correlations and perhaps more importantly, knowledge and experience of what does and doesn’t work stemming...]]></itunes:summary><itunes:duration>431</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Care about upskilling, reskilling, social mobility and innovation? Look no further than VE</title><link>https://www.spreaker.com/episode/care-about-upskilling-reskilling-social-mobility-and-innovation-look-no-further-than-ve--56059899</link><description><![CDATA[Care about upskilling, reskilling, social mobility and innovation? Look no further than VETThis article explores the crucial role of vocational education and training (VET) in equipping both youth and adults with the skills needed in the future of work. It highlights innovative VET institutions that have successfully reached individuals from diverse backgrounds.A good match between skills provided by education and the skills demanded in the labour market is key for inclusive societies and economic development. However, the skills required by employers are rapidly changing, and education has evolved at an uneven pace. This has entailed skills mismatches worldwide. OECD research shows that currently around  30% of workers are mismatched to their jobs  by field of study and a similar number of workers are over- or under-qualified for their job.DIGITAL AND GREEN SKILLSTwo of the main drivers of change within the labour market are the digital and green transitions. Technology is creating millions of new jobs, while also disrupting others through automation and increased human-machine interaction. The World Economic Forum notes that  over 70% of firms perceive they cannot find the skills needed to thrive in the digital transformation  . In parallel, the green economy is expected to create over  20 million jobs worldwide by 2030.  Clearly, the development of digital and green skills is urgent if we want to achieve sustainable development and narrow inequalities.NEGLECTED VOCATIONAL EDUCATION AND TRAINING (VET)In this context, inclusivity and productivity will depend on the capacity of education and skills systems to provide everyone with the right skills. One avenue for doing this in our view is the previously neglected vocational education and training (VET) which can provide youth and adults with the skills needed to build a better future.VET had often been linked to negative stereotypes around low-status education and low wage jobs in many countries. Consequently, many students tend to prioritize general education and only  37% of 15-19 years-olds upper secondary students, across OECD countries are enrolled in VET.  But we are seeing a change, VET is being prioritized given its unique position at the intersection of work and school. Why is that?VET IS BEING PRIORITIZED GIVEN ITS UNIQUE POSITION AT THE INTERSECTION OF WORK AND SCHOOL. WHY IS THAT?1)VET can provide students with the right skillsWell-designed VET brings together insights from many stakeholders, such as businesses, education systems, policy-makers, and labour unions, since establishing partnerships contributes to a better forecast of the skills demand and a better adaptation of the curricula to respond to employers’ needs.2) Work-based learning VET can smoothen the school-to-work transitionGood VET programs have an extensive work-based learning (WBL) component. This provides students with industry-specific skills and the opportunity to showcase their potential with employers. Countries with more students in WBL pathways, such as Switzerland and Denmark, tend to obtain better results. Yet,  in most countries students enrolled in VET continue to participate in mostly school-based vocational programmes  .3) VET can reduce barriers and open new possibilitiesDespite several countries setting up lifelong learning mechanisms, only  40% of adults participate in training  and those in greatest need for training are less likely to participate. This is not always due to a lack of interest or commitment as  11% of adults would like to participate in training but lack time, money, or support from their employers.  This makes it evident that new alternatives and flexible pathways must become a policy priority.HOW CAN VET BECOME MORE ATTRACTIVE?To become more attractive VET programmes need to be flexible, innovative, and inclusive. Fortunately, several examples are already going in this direction.In France,  where only 10% of students enrolled in ICT programmes are females  , Ada ,...]]></description><guid isPermaLink="false">597wo89R</guid><pubDate>Tue, 11 Jul 2023 08:34:34 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56059899/okk4m4mtib87bwuaazjmqoccxz6i8xfvl8rvezmq.mp3" length="2391552" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cd021451-2862-4a5f-be6c-0602b0f78556/cd021451-2862-4a5f-be6c-0602b0f78556.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cd021451-2862-4a5f-be6c-0602b0f78556/cd021451-2862-4a5f-be6c-0602b0f78556.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cd021451-2862-4a5f-be6c-0602b0f78556/cd021451-2862-4a5f-be6c-0602b0f78556.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Care about upskilling, reskilling, social mobility and innovation? Look no further than VETThis article explores the crucial role of vocational education and training (VET) in equipping both youth and adults with the skills needed in the future of...</itunes:subtitle><itunes:summary><![CDATA[Care about upskilling, reskilling, social mobility and innovation? Look no further than VETThis article explores the crucial role of vocational education and training (VET) in equipping both youth and adults with the skills needed in the future of work. It highlights innovative VET institutions that have successfully reached individuals from diverse backgrounds.A good match between skills provided by education and the skills demanded in the labour market is key for inclusive societies and economic development. However, the skills required by employers are rapidly changing, and education has evolved at an uneven pace. This has entailed skills mismatches worldwide. OECD research shows that currently around  30% of workers are mismatched to their jobs  by field of study and a similar number of workers are over- or under-qualified for their job.DIGITAL AND GREEN SKILLSTwo of the main drivers of change within the labour market are the digital and green transitions. Technology is creating millions of new jobs, while also disrupting others through automation and increased human-machine interaction. The World Economic Forum notes that  over 70% of firms perceive they cannot find the skills needed to thrive in the digital transformation  . In parallel, the green economy is expected to create over  20 million jobs worldwide by 2030.  Clearly, the development of digital and green skills is urgent if we want to achieve sustainable development and narrow inequalities.NEGLECTED VOCATIONAL EDUCATION AND TRAINING (VET)In this context, inclusivity and productivity will depend on the capacity of education and skills systems to provide everyone with the right skills. One avenue for doing this in our view is the previously neglected vocational education and training (VET) which can provide youth and adults with the skills needed to build a better future.VET had often been linked to negative stereotypes around low-status education and low wage jobs in many countries. Consequently, many students tend to prioritize general education and only  37% of 15-19 years-olds upper secondary students, across OECD countries are enrolled in VET.  But we are seeing a change, VET is being prioritized given its unique position at the intersection of work and school. Why is that?VET IS BEING PRIORITIZED GIVEN ITS UNIQUE POSITION AT THE INTERSECTION OF WORK AND SCHOOL. WHY IS THAT?1)VET can provide students with the right skillsWell-designed VET brings together insights from many stakeholders, such as businesses, education systems, policy-makers, and labour unions, since establishing partnerships contributes to a better forecast of the skills demand and a better adaptation of the curricula to respond to employers’ needs.2) Work-based learning VET can smoothen the school-to-work transitionGood VET programs have an extensive work-based learning (WBL) component. This provides students with industry-specific skills and the opportunity to showcase their potential with employers. Countries with more students in WBL pathways, such as Switzerland and Denmark, tend to obtain better results. Yet,  in most countries students enrolled in VET continue to participate in mostly school-based vocational programmes  .3) VET can reduce barriers and open new possibilitiesDespite several countries setting up lifelong learning mechanisms, only  40% of adults participate in training  and those in greatest need for training are less likely to participate. This is not always due to a lack of interest or commitment as  11% of adults would like to participate in training but lack time, money, or support from their employers.  This makes it evident that new alternatives and flexible pathways must become a policy priority.HOW CAN VET BECOME MORE ATTRACTIVE?To become more attractive VET programmes need to be flexible, innovative, and inclusive. Fortunately, several examples are already going in this direction.In France,  where only 10% of students enrolled in ICT programmes are females  ,...]]></itunes:summary><itunes:duration>399</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Reading in prisons: Why there are grounds for optimism</title><link>https://www.spreaker.com/episode/reading-in-prisons-why-there-are-grounds-for-optimism--56059898</link><description><![CDATA[Reading in prisons: Why there are grounds for optimismWhile Ofsted and His Majesty’s Inspectorate of Prisons may have concerns about the progress made in improving reading in prisons, Novus’ Richard Wakelin highlights innovative work to drive up literacy levels among prisoners“It’s just so frustrating and isolating when you can’t read.” These are the words of Paula during her first session with the reading tutor at HMP/YOI Low Newton in County Durham. Paula left school at 14 when she became pregnant and always had other priorities, so never learned to read properly. It wasn’t until she came to prison and didn’t have the support of family and friends to read and complete forms for her that she realised just how fundamentally important the skill is.CHALLENGES AND PROGRESS: IMPROVING READING EDUCATION IN PRISONSAmong the prison population, Paula’s experience is depressingly common. One year has passed since a major  report on reading in prison  was published by Ofsted and His Majesty’s Inspectorate of Prisons 9HMIP). The follow up to this,  The quality of reading education in prisons: one year on  , highlights that progress has been made in prisons around reading, but there remains much still to do. Just last week, HMIP’s  annual report  again raised several concerns, not least that a  shortage of prison officers  was still limiting prisoners’ access to libraries and education provision.Ministry of Justice data shows that 57 per cent of adult prisoners have literacy levels below those expected of an 11-year-old. There are few skills which have a bigger impact on a person’s life than being able to read. For those in prison, this is even more noticeable. Those with low reading ability struggle to understand vital written information, from legal correspondence to food menus and letters from their families. They are at greater risk of becoming isolated, and cut off from the education and work opportunities which are available in prison.IMPROVING READING STRATEGIES AND SUPPORT IN THE WOMEN’S ESTATE NORTH PRISONSOfsted highlighted four key recommendations in the report, judging progress to be slow in all areas. In the Women’s Estate North, our education teams have worked hard to put in place the recommendations as set out in the report over the past year. As a trusted national provider of  prison education  with a wealth of expertise developed through 30 years of supporting the hardest-to-reach learners, Novus has been proactive in this area, supporting our prisons in the Women’s Estate North and collaborating with our partners through a range of high-quality development activities.Novus and the prison leaders worked collaboratively to co-design reading strategies with the aim of embedding a focus around reading across each prison. Something this important and potentially life-changing for many prisoners should not exist purely within the four walls of the classroom.We piloted and then rolled out the prison service reading screener, an initial screening of individuals’ strengths and weaknesses when it comes to reading, which is now embedded into the induction programme at all sites. Learners who receive this screening then have a personalised support plan put in place, with those requiring support being passed to the provision best placed to support them in the prison.ROLE OF SPECIALISTS AND CULTURAL SHIFT IN PRISON EDUCATIONOne part of this support is that of a reading specialist. Novus started delivering a DPS contract in the last year with a focus on supporting learners across a range of abilities to develop their reading ability. Having a reading specialist working alongside the existing functional skills tutors, library staff and other agencies who support reading in prisons is an important piece in the jigsaw. A coordinated approach to reading means we can best target the support for our most vulnerable learners. This has also enabled us to start delivering reading support and intervention sessions with those learners whose suppo...]]></description><guid isPermaLink="false">Y9B3Opzl</guid><pubDate>Tue, 11 Jul 2023 08:34:34 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56059898/pouguypzveyj6suxxwkpkc2sxa3e7lj2samp8mhd.mp3" length="2310480" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/69659419-8f46-46be-8add-49e698165518/69659419-8f46-46be-8add-49e698165518.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/69659419-8f46-46be-8add-49e698165518/69659419-8f46-46be-8add-49e698165518.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/69659419-8f46-46be-8add-49e698165518/69659419-8f46-46be-8add-49e698165518.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Reading in prisons: Why there are grounds for optimismWhile Ofsted and His Majesty’s Inspectorate of Prisons may have concerns about the progress made in improving reading in prisons, Novus’ Richard Wakelin highlights innovative work to drive up...</itunes:subtitle><itunes:summary><![CDATA[Reading in prisons: Why there are grounds for optimismWhile Ofsted and His Majesty’s Inspectorate of Prisons may have concerns about the progress made in improving reading in prisons, Novus’ Richard Wakelin highlights innovative work to drive up literacy levels among prisoners“It’s just so frustrating and isolating when you can’t read.” These are the words of Paula during her first session with the reading tutor at HMP/YOI Low Newton in County Durham. Paula left school at 14 when she became pregnant and always had other priorities, so never learned to read properly. It wasn’t until she came to prison and didn’t have the support of family and friends to read and complete forms for her that she realised just how fundamentally important the skill is.CHALLENGES AND PROGRESS: IMPROVING READING EDUCATION IN PRISONSAmong the prison population, Paula’s experience is depressingly common. One year has passed since a major  report on reading in prison  was published by Ofsted and His Majesty’s Inspectorate of Prisons 9HMIP). The follow up to this,  The quality of reading education in prisons: one year on  , highlights that progress has been made in prisons around reading, but there remains much still to do. Just last week, HMIP’s  annual report  again raised several concerns, not least that a  shortage of prison officers  was still limiting prisoners’ access to libraries and education provision.Ministry of Justice data shows that 57 per cent of adult prisoners have literacy levels below those expected of an 11-year-old. There are few skills which have a bigger impact on a person’s life than being able to read. For those in prison, this is even more noticeable. Those with low reading ability struggle to understand vital written information, from legal correspondence to food menus and letters from their families. They are at greater risk of becoming isolated, and cut off from the education and work opportunities which are available in prison.IMPROVING READING STRATEGIES AND SUPPORT IN THE WOMEN’S ESTATE NORTH PRISONSOfsted highlighted four key recommendations in the report, judging progress to be slow in all areas. In the Women’s Estate North, our education teams have worked hard to put in place the recommendations as set out in the report over the past year. As a trusted national provider of  prison education  with a wealth of expertise developed through 30 years of supporting the hardest-to-reach learners, Novus has been proactive in this area, supporting our prisons in the Women’s Estate North and collaborating with our partners through a range of high-quality development activities.Novus and the prison leaders worked collaboratively to co-design reading strategies with the aim of embedding a focus around reading across each prison. Something this important and potentially life-changing for many prisoners should not exist purely within the four walls of the classroom.We piloted and then rolled out the prison service reading screener, an initial screening of individuals’ strengths and weaknesses when it comes to reading, which is now embedded into the induction programme at all sites. Learners who receive this screening then have a personalised support plan put in place, with those requiring support being passed to the provision best placed to support them in the prison.ROLE OF SPECIALISTS AND CULTURAL SHIFT IN PRISON EDUCATIONOne part of this support is that of a reading specialist. Novus started delivering a DPS contract in the last year with a focus on supporting learners across a range of abilities to develop their reading ability. Having a reading specialist working alongside the existing functional skills tutors, library staff and other agencies who support reading in prisons is an important piece in the jigsaw. A coordinated approach to reading means we can best target the support for our most vulnerable learners. This has also enabled us to start delivering reading support and intervention sessions with those learners whose...]]></itunes:summary><itunes:duration>386</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Don’t hold back from talking to your neurodiverse learners</title><link>https://www.spreaker.com/episode/don-t-hold-back-from-talking-to-your-neurodiverse-learners--56047490</link><description><![CDATA[Don’t hold back from talking to your neurodiverse learnersTwin Group/3SC director Kathryn Jellings explains that fears about using the wrong terminology when talking to neurodiverse learners shouldn’t stop coaches establishing what support is needed and focusing on the learner’s strengths.At Twin Group and 3SC, we see neurodiverse people on our coaching programmes across the employment, justice and learning sectors who have taken a battering their whole lives.From negative attitudes of individuals (teachers, family, managers, etc) and society generally, the stress of working twice as hard to fit in and ‘act’ like everyone else can result in feelings of low self-worth. This can have a massive impact on mental health and physical health and, if nothing else, can be absolutely exhausting.And it’s not just our learners who can be affected. Talking about neurodiversity can be really hard. Getting the language right and having supportive conversations can be challenging to everyone.Recently a person said to me, ‘Surely you mean neurodivergent instead of neurodiverse?’ Well, yes, I did – and while I agree that it’s always best to get the terminology right, pointing out someone’s mistake when you know what they are talking about isn’t very conducive to a positive conversation! Some people don’t even like the ‘label’ neurodiverse – thinking it refers more to a social justice movement rather than an umbrella term for a group of people.Some neurodiverse people are ‘loud and proud’ about their condition and will happily chat at length about their neurodivergence. How it makes them feel, challenges they have and importantly all the extra skills they can bring. Some people will be less keen to talk; maybe they are coming to terms with a fairly recent diagnosis and have experienced years of negative feelings.IMPORTANCE OF CONVERSATIONSAs coaches, we have to respond to these different challenges and therefore language is important. But before we get into specifics on this, it is vital to take on board a key lesson from experience which is never to be afraid to have a conversation with the neurodiverse individuals on your programmes. You might get some words wrong, but don’t worry. It is much more important to have the conversations than be held back by fear.One reason for being more confident is that things have changed a lot in the last 10 years, mostly for the better. There is now more awareness than ever on all types of neurological conditions.Around 15% of the UK population is considered to be neurodivergent and this percentage is much higher for those eligible for employability programmes, sometimes as high as 40-50% of participants. For people who are neurodivergent, engaging with mainstream employability programmes can be a challenge for many reasons, including; anxiety, issues with social interaction, lack of organisational skills, including struggling to get to appointments or just having a chaotic lifestyle.SELF-SOOTHING SHOULDN’T BE DISCOURAGEDIncreased awareness has meant that the neurodiversity movement has expanded to become a major component of diversity, equity and inclusion programs and with that has followed more understanding and support.For example, coaches and employers should be aware that many neurodiverse learners and work colleagues like to ‘self-soothe’ because it helps them to concentrate and this should not be discouraged. In layman’s terms, this means that they like to fidget and there is an excellent choice of fidget toys available online to relieve anxiety and improve focus while not distracting others.FOCUS ON STRENGTHSA key part of all Twin and 3SC neurodiversity programmes is to focus on strengths and what the person adds to society and not what they take away. But in order to talk about neurodiversity as an overarching term, we also need to use neurodivergence, neurodiverse and neurotypical.On the different types of neurodiversity, it’s even more of a minefield. If we think about autism, the landscape has ch...]]></description><guid isPermaLink="false">mL6P2g9A</guid><pubDate>Mon, 10 Jul 2023 08:32:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56047490/raxu8oj276pk0srxl4jwl3kw4uhbidalv3xt0fdn.mp3" length="1985040" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a96df109-8297-4f43-8d86-d0bf38413b1d/a96df109-8297-4f43-8d86-d0bf38413b1d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a96df109-8297-4f43-8d86-d0bf38413b1d/a96df109-8297-4f43-8d86-d0bf38413b1d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a96df109-8297-4f43-8d86-d0bf38413b1d/a96df109-8297-4f43-8d86-d0bf38413b1d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Don’t hold back from talking to your neurodiverse learnersTwin Group/3SC director Kathryn Jellings explains that fears about using the wrong terminology when talking to neurodiverse learners shouldn’t stop coaches establishing what support is needed...</itunes:subtitle><itunes:summary><![CDATA[Don’t hold back from talking to your neurodiverse learnersTwin Group/3SC director Kathryn Jellings explains that fears about using the wrong terminology when talking to neurodiverse learners shouldn’t stop coaches establishing what support is needed and focusing on the learner’s strengths.At Twin Group and 3SC, we see neurodiverse people on our coaching programmes across the employment, justice and learning sectors who have taken a battering their whole lives.From negative attitudes of individuals (teachers, family, managers, etc) and society generally, the stress of working twice as hard to fit in and ‘act’ like everyone else can result in feelings of low self-worth. This can have a massive impact on mental health and physical health and, if nothing else, can be absolutely exhausting.And it’s not just our learners who can be affected. Talking about neurodiversity can be really hard. Getting the language right and having supportive conversations can be challenging to everyone.Recently a person said to me, ‘Surely you mean neurodivergent instead of neurodiverse?’ Well, yes, I did – and while I agree that it’s always best to get the terminology right, pointing out someone’s mistake when you know what they are talking about isn’t very conducive to a positive conversation! Some people don’t even like the ‘label’ neurodiverse – thinking it refers more to a social justice movement rather than an umbrella term for a group of people.Some neurodiverse people are ‘loud and proud’ about their condition and will happily chat at length about their neurodivergence. How it makes them feel, challenges they have and importantly all the extra skills they can bring. Some people will be less keen to talk; maybe they are coming to terms with a fairly recent diagnosis and have experienced years of negative feelings.IMPORTANCE OF CONVERSATIONSAs coaches, we have to respond to these different challenges and therefore language is important. But before we get into specifics on this, it is vital to take on board a key lesson from experience which is never to be afraid to have a conversation with the neurodiverse individuals on your programmes. You might get some words wrong, but don’t worry. It is much more important to have the conversations than be held back by fear.One reason for being more confident is that things have changed a lot in the last 10 years, mostly for the better. There is now more awareness than ever on all types of neurological conditions.Around 15% of the UK population is considered to be neurodivergent and this percentage is much higher for those eligible for employability programmes, sometimes as high as 40-50% of participants. For people who are neurodivergent, engaging with mainstream employability programmes can be a challenge for many reasons, including; anxiety, issues with social interaction, lack of organisational skills, including struggling to get to appointments or just having a chaotic lifestyle.SELF-SOOTHING SHOULDN’T BE DISCOURAGEDIncreased awareness has meant that the neurodiversity movement has expanded to become a major component of diversity, equity and inclusion programs and with that has followed more understanding and support.For example, coaches and employers should be aware that many neurodiverse learners and work colleagues like to ‘self-soothe’ because it helps them to concentrate and this should not be discouraged. In layman’s terms, this means that they like to fidget and there is an excellent choice of fidget toys available online to relieve anxiety and improve focus while not distracting others.FOCUS ON STRENGTHSA key part of all Twin and 3SC neurodiversity programmes is to focus on strengths and what the person adds to society and not what they take away. But in order to talk about neurodiversity as an overarching term, we also need to use neurodivergence, neurodiverse and neurotypical.On the different types of neurodiversity, it’s even more of a minefield. If we think about autism, the landscape...]]></itunes:summary><itunes:duration>331</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Achieving Your Potential: Accessibility for Students with Vision Loss</title><link>https://www.spreaker.com/episode/achieving-your-potential-accessibility-for-students-with-vision-loss--56023964</link><description><![CDATA[Achieving Your Potential: Accessibility for Students with Vision LossStudents with visual impairments can face challenges with a perceived drop-off in support when they start college, compared to school. Find out what you’re entitled to, the support that’s available at college and how to go about getting it, so you can thrive in this stage of your education.Many students with visual impairments say that a big challenge they face is the drop-off of support at FE level education, compared to secondary school.Here we’ll cover much of what you’re entitled to in FE, what support you might need at college, and how to go about getting it, so you can flourish in this stage of your education.LEAVING SCHOOLFor many young people, moving on from their local school – where they are known to teachers and peers – into further education, is a big step towards the freedom and independence of adulthood.For others – particularly students with visual impairments – leaving the comfort of the school environment can be a more daunting prospect. At school they’re usually accustomed to their surroundings, easily navigating buildings and classrooms populated by old friends and familiar teachers. Students with visual impairments may also be accustomed to the technical, emotional and academic support offered by TAs, SEND staff or pastoral care.So, how can students with visual impairments prepare well for Further Education? What support can you expect at college, and what are you entitled to?In the UK, young people can legally leave school at the end of the school year after they turn 16. However, all young people must be in education or training until the age of 18. Your school may have a sixth form, or you may wish to attend a further education college. Young people with disabilities have a right to a mainstream education, if that’s what they want. Specialist colleges are also available for young people with disabilities.WHAT SUPPORT IS AVAILABLE TO STUDENTS WITH VISUAL IMPAIRMENTS AT COLLEGE?Further education (FE) colleges support students with special educational needs and disabilities (SEND) in similar ways to schools. There is a  SEND Code of Practice: 0-25 years  which colleges must follow, and as  part of the Equality Act 2010  , mainstream FE colleges must do everything they reasonably can to remove all barriers to learning for disabled students.Similar to school, there should be a person at FE college who is in charge of SEND provision, so you can contact them if you need help or advice.If you need extra help with your studies, you will be involved with the college in producing a SEN support plan. This should be reviewed at least three times each year with you, and with your family, if appropriate. Your college is also able to refer you to specialist services outside the college if you need further advice or support. This might include mentoring, assistive technology training, specialist tuition or independent living training.SPECIALIST FURTHER EDUCATION (FE) COLLEGESWhile all young people have the right to a mainstream education, some students with visual impairments might prefer the additional support that a specialist education college can offer.In the UK, there are a number of specialist further education colleges for young people who are blind or partially sighted, along with colleges which are pan-disability. Many of these have residential facilities, which help young people further their independent living skills before they start work or university. These colleges usually teach useful life skills in addition to the traditional course curriculum.To apply for a specialist college, you will need an Education, Health and Care Plan (EHCP). You can ask your local authority to name a specialist college in your EHC plan following your annual review. However, your local authority may refuse your request on the grounds of cost. It may be necessary to show them that there are no alternative cheaper education options available.Please note that there...]]></description><guid isPermaLink="false">7907qyxE</guid><pubDate>Fri, 07 Jul 2023 08:33:38 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56023964/fhgxilr0p1zyli7vielbdu36n4xzry8lwg57eygr.mp3" length="4492224" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce98a53d-cd9c-4726-9d96-96a0bc054e97/ce98a53d-cd9c-4726-9d96-96a0bc054e97.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce98a53d-cd9c-4726-9d96-96a0bc054e97/ce98a53d-cd9c-4726-9d96-96a0bc054e97.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ce98a53d-cd9c-4726-9d96-96a0bc054e97/ce98a53d-cd9c-4726-9d96-96a0bc054e97.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Achieving Your Potential: Accessibility for Students with Vision LossStudents with visual impairments can face challenges with a perceived drop-off in support when they start college, compared to school. Find out what you’re entitled to, the support...</itunes:subtitle><itunes:summary><![CDATA[Achieving Your Potential: Accessibility for Students with Vision LossStudents with visual impairments can face challenges with a perceived drop-off in support when they start college, compared to school. Find out what you’re entitled to, the support that’s available at college and how to go about getting it, so you can thrive in this stage of your education.Many students with visual impairments say that a big challenge they face is the drop-off of support at FE level education, compared to secondary school.Here we’ll cover much of what you’re entitled to in FE, what support you might need at college, and how to go about getting it, so you can flourish in this stage of your education.LEAVING SCHOOLFor many young people, moving on from their local school – where they are known to teachers and peers – into further education, is a big step towards the freedom and independence of adulthood.For others – particularly students with visual impairments – leaving the comfort of the school environment can be a more daunting prospect. At school they’re usually accustomed to their surroundings, easily navigating buildings and classrooms populated by old friends and familiar teachers. Students with visual impairments may also be accustomed to the technical, emotional and academic support offered by TAs, SEND staff or pastoral care.So, how can students with visual impairments prepare well for Further Education? What support can you expect at college, and what are you entitled to?In the UK, young people can legally leave school at the end of the school year after they turn 16. However, all young people must be in education or training until the age of 18. Your school may have a sixth form, or you may wish to attend a further education college. Young people with disabilities have a right to a mainstream education, if that’s what they want. Specialist colleges are also available for young people with disabilities.WHAT SUPPORT IS AVAILABLE TO STUDENTS WITH VISUAL IMPAIRMENTS AT COLLEGE?Further education (FE) colleges support students with special educational needs and disabilities (SEND) in similar ways to schools. There is a  SEND Code of Practice: 0-25 years  which colleges must follow, and as  part of the Equality Act 2010  , mainstream FE colleges must do everything they reasonably can to remove all barriers to learning for disabled students.Similar to school, there should be a person at FE college who is in charge of SEND provision, so you can contact them if you need help or advice.If you need extra help with your studies, you will be involved with the college in producing a SEN support plan. This should be reviewed at least three times each year with you, and with your family, if appropriate. Your college is also able to refer you to specialist services outside the college if you need further advice or support. This might include mentoring, assistive technology training, specialist tuition or independent living training.SPECIALIST FURTHER EDUCATION (FE) COLLEGESWhile all young people have the right to a mainstream education, some students with visual impairments might prefer the additional support that a specialist education college can offer.In the UK, there are a number of specialist further education colleges for young people who are blind or partially sighted, along with colleges which are pan-disability. Many of these have residential facilities, which help young people further their independent living skills before they start work or university. These colleges usually teach useful life skills in addition to the traditional course curriculum.To apply for a specialist college, you will need an Education, Health and Care Plan (EHCP). You can ask your local authority to name a specialist college in your EHC plan following your annual review. However, your local authority may refuse your request on the grounds of cost. It may be necessary to show them that there are no alternative cheaper education options available.Please note that...]]></itunes:summary><itunes:duration>749</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Growth in sustainability qualifications reflects workforce demand</title><link>https://www.spreaker.com/episode/growth-in-sustainability-qualifications-reflects-workforce-demand--56011106</link><description><![CDATA[Growth in sustainability qualifications reflects workforce demandMaddie Booth explores the rise in sustainability qualifications and how this reflects the growing demand for green skills across different sectors. Maddie argues for the importance of a holistic approach to education for sustainable development, including the need to integrate environmental, economic and social perspectives into learning.Embedding education for sustainable development (ESD) into the curriculum is central to our ability to meet the demands on our future workforce. Across all areas of our economy and society, sustainability is a necessary consideration as we face the challenge of climate change and its devastating impacts.In the further education (FE) and training sector, a whole-system approach is required, incorporating sustainability considerations into each area of study and equipping all learners with  green skills  . Work to achieve this systemic change is underway, but such a shift will take time to achieve. In the meantime, there remains a gap in sustainability skills and knowledge. To fill this gap, providers are turning to specialised courses to offer learners ESD and to develop the green skills that are in high demand.MORE QUALIFICATIONS ON OFFERUnsurprisingly in the current context, demand for, and supply of,  sustainability qualifications  is growing sharply. When the Education and Training Foundation (ETF) launched its  Teaching Sustainability Tool  last year – a list of available qualifications with sustainability as their primary topic – 120 qualifications were listed. The recently updated tool now lists over 300 qualifications. The emergence of so many new qualifications reflects our collective recognition of the urgent need to address environmental and social challenges. It also reflects the demand from industries and employers for the necessary skills to put sustainability into practice.MEETING WORKFORCE DEMANDAs the global job market undergoes a transformative shift towards sustainability-focused industries and roles, demand for sustainability skills grows. LinkedIn data in the World Economic Forum’s recent  Future of Jobs  report shows that the green job hiring rate has consistently outstripped overall hiring every year since 2019. Employers across sectors are recognising the value of professionals who can integrate sustainability principles into their work.However, while global demand for green skills has  risen  by 40 per cent since 2015, only 13 per cent of the labour workforce possess the skills that organisations need and want. The FE and training sector will play a pivotal role in addressing this  skills gap  . From sustainable supply chain management to renewable energy engineering, sustainability qualifications are part of the solution, providing individuals with specialised knowledge and skills that align with the evolving demands of the job market.FOSTERING A HOLISTIC APPROACHSo, which areas do the new sustainability qualifications on offer cover? The subjects you might expect to form the core of sustainability qualifications – climate change, geography, energy – still dominate. But we are seeing an increase in qualifications centred on broader terms and topics including sustainability ‘skills’, sustainability ‘careers’, ‘sustainability in the workplace’, and ‘sustainable development’.Such qualifications encourage holistic problem-solving, reflecting the fact that sustainability issues are inherently multifaceted and require an approach that integrates environmental, economic and social perspectives. Our upcoming workforce must have a comprehensive knowledge base and analytical framework to assess the interconnectedness of these factors and propose effective solutions.LOOKING TO THE FUTUREWe know that education for sustainable development is delivered best when it is embedded into all subject areas and contextualised, rather than being delivered as a separate, standalone topic. Learners, themselves, have  reported  th...]]></description><guid isPermaLink="false">bzMqY7zQ</guid><pubDate>Thu, 06 Jul 2023 08:33:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56011106/pqfkclos7p9d9vfz6jtyvkns4jjmhodlmlyddn98.mp3" length="1859184" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cec58559-8643-4fbe-98bd-79511673b4e8/cec58559-8643-4fbe-98bd-79511673b4e8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cec58559-8643-4fbe-98bd-79511673b4e8/cec58559-8643-4fbe-98bd-79511673b4e8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cec58559-8643-4fbe-98bd-79511673b4e8/cec58559-8643-4fbe-98bd-79511673b4e8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Growth in sustainability qualifications reflects workforce demandMaddie Booth explores the rise in sustainability qualifications and how this reflects the growing demand for green skills across different sectors. Maddie argues for the importance of a...</itunes:subtitle><itunes:summary><![CDATA[Growth in sustainability qualifications reflects workforce demandMaddie Booth explores the rise in sustainability qualifications and how this reflects the growing demand for green skills across different sectors. Maddie argues for the importance of a holistic approach to education for sustainable development, including the need to integrate environmental, economic and social perspectives into learning.Embedding education for sustainable development (ESD) into the curriculum is central to our ability to meet the demands on our future workforce. Across all areas of our economy and society, sustainability is a necessary consideration as we face the challenge of climate change and its devastating impacts.In the further education (FE) and training sector, a whole-system approach is required, incorporating sustainability considerations into each area of study and equipping all learners with  green skills  . Work to achieve this systemic change is underway, but such a shift will take time to achieve. In the meantime, there remains a gap in sustainability skills and knowledge. To fill this gap, providers are turning to specialised courses to offer learners ESD and to develop the green skills that are in high demand.MORE QUALIFICATIONS ON OFFERUnsurprisingly in the current context, demand for, and supply of,  sustainability qualifications  is growing sharply. When the Education and Training Foundation (ETF) launched its  Teaching Sustainability Tool  last year – a list of available qualifications with sustainability as their primary topic – 120 qualifications were listed. The recently updated tool now lists over 300 qualifications. The emergence of so many new qualifications reflects our collective recognition of the urgent need to address environmental and social challenges. It also reflects the demand from industries and employers for the necessary skills to put sustainability into practice.MEETING WORKFORCE DEMANDAs the global job market undergoes a transformative shift towards sustainability-focused industries and roles, demand for sustainability skills grows. LinkedIn data in the World Economic Forum’s recent  Future of Jobs  report shows that the green job hiring rate has consistently outstripped overall hiring every year since 2019. Employers across sectors are recognising the value of professionals who can integrate sustainability principles into their work.However, while global demand for green skills has  risen  by 40 per cent since 2015, only 13 per cent of the labour workforce possess the skills that organisations need and want. The FE and training sector will play a pivotal role in addressing this  skills gap  . From sustainable supply chain management to renewable energy engineering, sustainability qualifications are part of the solution, providing individuals with specialised knowledge and skills that align with the evolving demands of the job market.FOSTERING A HOLISTIC APPROACHSo, which areas do the new sustainability qualifications on offer cover? The subjects you might expect to form the core of sustainability qualifications – climate change, geography, energy – still dominate. But we are seeing an increase in qualifications centred on broader terms and topics including sustainability ‘skills’, sustainability ‘careers’, ‘sustainability in the workplace’, and ‘sustainable development’.Such qualifications encourage holistic problem-solving, reflecting the fact that sustainability issues are inherently multifaceted and require an approach that integrates environmental, economic and social perspectives. Our upcoming workforce must have a comprehensive knowledge base and analytical framework to assess the interconnectedness of these factors and propose effective solutions.LOOKING TO THE FUTUREWe know that education for sustainable development is delivered best when it is embedded into all subject areas and contextualised, rather than being delivered as a separate, standalone topic. Learners, themselves, have  reported...]]></itunes:summary><itunes:duration>310</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Tackling Workforce Velocity: Strategies for CEOs to Overcome the Challenge</title><link>https://www.spreaker.com/episode/tackling-workforce-velocity-strategies-for-ceos-to-overcome-the-challenge--56011104</link><description><![CDATA[Tackling Workforce Velocity: Strategies for CEOs to Overcome the ChallengeIn this article  Joe Galvin, Chief Research Officer at Vistage,  highlights the significance of stability, embracing change, hybrid working, employee development, and effective communication as essential components of talent retention strategies.Given the current economic conditions, it also calls for business leaders to prioritise robust talent retention strategies to address skills shortages and cultivate a strong company culture.As the UK continues to navigate through the aftermath of the COVID-19 pandemic, business leaders face significant challenges, including ongoing inflation and the looming possibility of a recession.One area where they encounter hurdles is in devising strategies to enhance workforce’s talent and skills and improve their retention rates. This is as important now, when many companies are issuing layoffs and redundancies, as in times of high employment. It is important to remember that while addressing workforce velocity – the rate at which workers enter and exit organizations – can often indicate rapid growth, it can also escalate in cases of talent attrition or turnover, the latter of which applies to today’s market.In spite of this and the economic slowdown experienced in the first half of 2023, UK employees remain confident in their ability to explore the job market for desirable employment arrangements. Employee turnover rates are expected to rise to 41% in 2023 with a predicted 35.6% turnover rate in the UK based on ONS’  estimates  of future activities within the labour market. This poses a greater challenge for business leaders who must fill vacancies left by departing employees, affecting company culture and incurring costs associated with recruitment, salary negotiations, and training.JOB MARKET TRANSPARENCY AND TALENT RETENTIONAnother significant challenge derives from today’s interconnected world, giving workers the power to instantly showcase their skills whilst exploring job opportunities worldwide. With access to online platforms like Indeed or Glassdoor, today’s job seekers can find positions that better align with their expertise, preferences and values. While signalling a positive step forward, the increased need for transparency within the job market creates a more competitive environment for companies wishing to win the recruitment game.Now, workers have the ability to access salary information even before engaging with prospective employers. This newfound transparency calls for a different approach to talent retention strategies; one that focuses on fostering satisfaction among existing employees, thereby reducing turnover rates and simultaneously attracting top talent.The lingering effects of the pandemic have resulted in businesses grappling with staff and skills shortages, as well as profit concerns. While these have always been areas of focus, they have become more pronounced in the current economic landscape, emphasising the need to understand what motivates employees in their career choices and job searches.Employees prioritise security, stability, and consistency in their professional environments. However, unforeseeable events like an impending UK recession, cost of living crisis, or political conflicts can impact their sense of security and stability. Business leaders shouldn’t shy away from pursuing change but should be aware of factors that can alter employees’ perceptions. By making necessary adjustments and fine-tuning processes, systems, and interpersonal approaches, businesses can effectively navigate these dynamics.EMBRACING STABILITY AND HYBRID WORKINGCreating a sense of stability can be achieved by providing workers with a clear sense of purpose and trajectory that motivates their career advancement. In the midst of economic uncertainty, where security, stability, and consistency are paramount, it’s crucial to strike a balance between embracing change and addressing the fundamental needs of in...]]></description><guid isPermaLink="false">2L8OG3z6</guid><pubDate>Thu, 06 Jul 2023 08:33:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56011104/rlcznsomblljqzpnal88x5cceobpnypn0lbn5qv7.mp3" length="2165040" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/40c01ee3-6c2b-4c99-897c-0784c25fab30/40c01ee3-6c2b-4c99-897c-0784c25fab30.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/40c01ee3-6c2b-4c99-897c-0784c25fab30/40c01ee3-6c2b-4c99-897c-0784c25fab30.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/40c01ee3-6c2b-4c99-897c-0784c25fab30/40c01ee3-6c2b-4c99-897c-0784c25fab30.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Tackling Workforce Velocity: Strategies for CEOs to Overcome the ChallengeIn this article  Joe Galvin, Chief Research Officer at Vistage,  highlights the significance of stability, embracing change, hybrid working, employee development, and effective...</itunes:subtitle><itunes:summary><![CDATA[Tackling Workforce Velocity: Strategies for CEOs to Overcome the ChallengeIn this article  Joe Galvin, Chief Research Officer at Vistage,  highlights the significance of stability, embracing change, hybrid working, employee development, and effective communication as essential components of talent retention strategies.Given the current economic conditions, it also calls for business leaders to prioritise robust talent retention strategies to address skills shortages and cultivate a strong company culture.As the UK continues to navigate through the aftermath of the COVID-19 pandemic, business leaders face significant challenges, including ongoing inflation and the looming possibility of a recession.One area where they encounter hurdles is in devising strategies to enhance workforce’s talent and skills and improve their retention rates. This is as important now, when many companies are issuing layoffs and redundancies, as in times of high employment. It is important to remember that while addressing workforce velocity – the rate at which workers enter and exit organizations – can often indicate rapid growth, it can also escalate in cases of talent attrition or turnover, the latter of which applies to today’s market.In spite of this and the economic slowdown experienced in the first half of 2023, UK employees remain confident in their ability to explore the job market for desirable employment arrangements. Employee turnover rates are expected to rise to 41% in 2023 with a predicted 35.6% turnover rate in the UK based on ONS’  estimates  of future activities within the labour market. This poses a greater challenge for business leaders who must fill vacancies left by departing employees, affecting company culture and incurring costs associated with recruitment, salary negotiations, and training.JOB MARKET TRANSPARENCY AND TALENT RETENTIONAnother significant challenge derives from today’s interconnected world, giving workers the power to instantly showcase their skills whilst exploring job opportunities worldwide. With access to online platforms like Indeed or Glassdoor, today’s job seekers can find positions that better align with their expertise, preferences and values. While signalling a positive step forward, the increased need for transparency within the job market creates a more competitive environment for companies wishing to win the recruitment game.Now, workers have the ability to access salary information even before engaging with prospective employers. This newfound transparency calls for a different approach to talent retention strategies; one that focuses on fostering satisfaction among existing employees, thereby reducing turnover rates and simultaneously attracting top talent.The lingering effects of the pandemic have resulted in businesses grappling with staff and skills shortages, as well as profit concerns. While these have always been areas of focus, they have become more pronounced in the current economic landscape, emphasising the need to understand what motivates employees in their career choices and job searches.Employees prioritise security, stability, and consistency in their professional environments. However, unforeseeable events like an impending UK recession, cost of living crisis, or political conflicts can impact their sense of security and stability. Business leaders shouldn’t shy away from pursuing change but should be aware of factors that can alter employees’ perceptions. By making necessary adjustments and fine-tuning processes, systems, and interpersonal approaches, businesses can effectively navigate these dynamics.EMBRACING STABILITY AND HYBRID WORKINGCreating a sense of stability can be achieved by providing workers with a clear sense of purpose and trajectory that motivates their career advancement. In the midst of economic uncertainty, where security, stability, and consistency are paramount, it’s crucial to strike a balance between embracing change and addressing the fundamental needs...]]></itunes:summary><itunes:duration>361</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Five takeaways from AELP National Conference 2023</title><link>https://www.spreaker.com/episode/five-takeaways-from-aelp-national-conference-2023--56001201</link><description><![CDATA[Five takeaways from AELP National Conference 2023Following another AELP National Conference, AELP’s Director of Policy, Simon Ashworth, takes us through his five takeaways from the event – including thoughts around apprenticeship levy reform, the exceptional funding band review and the need for a united skills sector as we approach the next General Election.This year’s AELP National Conference was another massive success with an agenda packed full of engaging speakers and panellists – as well as interactive workshops across a wide range of topics. With the dust settling on another successful AELP National Conference, I want to reflect on what we learnt across the two days.CAUTION IS REQUIRED OVER APPRENTICESHIP LEVY REFORMAELP National Conference kicked off with our chair Nichola Hay MBE announcing a shift in AELP’s Apprenticeship Levy position during her keynote speech on Monday morning.After listening to feedback from members, AELP is calling for the cautious introduction of flexibility in the levy, while ensuring apprenticeships remain its primary focus. This flexibility would allow a small portion of the programme budget to be used on quality non-apprenticeship skills provision. However, Nicki was clear that flexibility should only be introduced if it is coupled with a ring-fenced SME apprenticeship budget. This would protect the 98% of employers that do not pay the apprenticeship levy.Nicki also highlighted the growing divide between the level of money paid through the levy by employers and the Department for Education’s (DfE) apprenticeship programme budget. Ultimately employers are being short-changed with funding that should be used to support wider and deeper funding band increases, and targeted employer incentives aimed at non-levy paying employers and young people specifically.WE FINALLY HAVE THE OUTCOME OF THE EXCEPTIONAL FUNDING BANDS REVIEWWe were pleased to hear the Skills Minister, Rt Hon Robert Halfon MP, announce the long-awaited conclusion to the Institute for Apprenticeships and Technical Education’s (IfATE) exceptional funding bands review on the Monday morning of conference. The review, announced in November 2022, at AELP Autumn Conference, was a long time coming, and much needed by the sector. Funding band uplifts were announced for 10 apprenticeship standards, with larger than expected uplifts for Adult Care Worker and Heavy Vehicle Service and Maintenance Technician standards. The Minster announced that funding for the level 2 Adult Care Worker and level 3 Lead Adult Care Worker apprenticeship will both increase from £3,000 to £4,000, while funding for the Heavy Vehicle Service and Maintenance apprenticeship will also increase by a third from £15,000 to £20,000.Although the outcome of this review was welcomed by many at conference, there clearly remains frustration in the sector at how long the review took. It has taken far, far too long to get an outcome to a process where the aim was to see a speedy decision taken. It should also be noted that, despite this step forward, we still have nearly 50% of the original standards in the exceptional review deferred by employers to a wider and more drawn-out review. We need a much more responsive approach to reviewing standards and a funding model that properly factors in all eligible delivery costs.THERE ARE CHANGES TO COME AT OFSTED, BUT HOPEFULLY NOT TO THE INSPECTION FRAMEWORKAs we reach the end of HM Chief Inspector, Amanda Spielman’s term of office, Ofsted are in listening mode. It was interesting to hear Amanda give an honest overview of her time in post, detailing some of the challenges faced by Ofsted, especially in recent years as a result of the Covid-19 pandemic. Given Amanda will be retiring later this year, I’d like to thank her for all her work in engaging closely with AELP and our members. What I will say is that I hope her successor doesn’t do what so many Chief Inspectors have done, and seek to make wholesale changes to the inspection framewor...]]></description><guid isPermaLink="false">39Dl0v91</guid><pubDate>Wed, 05 Jul 2023 10:33:58 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56001201/wsuergqwopwbt2jald7gglzsuqfjnvoryvbhg1b9.mp3" length="2610144" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ea97a630-4c64-4806-8253-c263a1ebe585/ea97a630-4c64-4806-8253-c263a1ebe585.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ea97a630-4c64-4806-8253-c263a1ebe585/ea97a630-4c64-4806-8253-c263a1ebe585.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ea97a630-4c64-4806-8253-c263a1ebe585/ea97a630-4c64-4806-8253-c263a1ebe585.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Five takeaways from AELP National Conference 2023Following another AELP National Conference, AELP’s Director of Policy, Simon Ashworth, takes us through his five takeaways from the event – including thoughts around apprenticeship levy reform, the...</itunes:subtitle><itunes:summary><![CDATA[Five takeaways from AELP National Conference 2023Following another AELP National Conference, AELP’s Director of Policy, Simon Ashworth, takes us through his five takeaways from the event – including thoughts around apprenticeship levy reform, the exceptional funding band review and the need for a united skills sector as we approach the next General Election.This year’s AELP National Conference was another massive success with an agenda packed full of engaging speakers and panellists – as well as interactive workshops across a wide range of topics. With the dust settling on another successful AELP National Conference, I want to reflect on what we learnt across the two days.CAUTION IS REQUIRED OVER APPRENTICESHIP LEVY REFORMAELP National Conference kicked off with our chair Nichola Hay MBE announcing a shift in AELP’s Apprenticeship Levy position during her keynote speech on Monday morning.After listening to feedback from members, AELP is calling for the cautious introduction of flexibility in the levy, while ensuring apprenticeships remain its primary focus. This flexibility would allow a small portion of the programme budget to be used on quality non-apprenticeship skills provision. However, Nicki was clear that flexibility should only be introduced if it is coupled with a ring-fenced SME apprenticeship budget. This would protect the 98% of employers that do not pay the apprenticeship levy.Nicki also highlighted the growing divide between the level of money paid through the levy by employers and the Department for Education’s (DfE) apprenticeship programme budget. Ultimately employers are being short-changed with funding that should be used to support wider and deeper funding band increases, and targeted employer incentives aimed at non-levy paying employers and young people specifically.WE FINALLY HAVE THE OUTCOME OF THE EXCEPTIONAL FUNDING BANDS REVIEWWe were pleased to hear the Skills Minister, Rt Hon Robert Halfon MP, announce the long-awaited conclusion to the Institute for Apprenticeships and Technical Education’s (IfATE) exceptional funding bands review on the Monday morning of conference. The review, announced in November 2022, at AELP Autumn Conference, was a long time coming, and much needed by the sector. Funding band uplifts were announced for 10 apprenticeship standards, with larger than expected uplifts for Adult Care Worker and Heavy Vehicle Service and Maintenance Technician standards. The Minster announced that funding for the level 2 Adult Care Worker and level 3 Lead Adult Care Worker apprenticeship will both increase from £3,000 to £4,000, while funding for the Heavy Vehicle Service and Maintenance apprenticeship will also increase by a third from £15,000 to £20,000.Although the outcome of this review was welcomed by many at conference, there clearly remains frustration in the sector at how long the review took. It has taken far, far too long to get an outcome to a process where the aim was to see a speedy decision taken. It should also be noted that, despite this step forward, we still have nearly 50% of the original standards in the exceptional review deferred by employers to a wider and more drawn-out review. We need a much more responsive approach to reviewing standards and a funding model that properly factors in all eligible delivery costs.THERE ARE CHANGES TO COME AT OFSTED, BUT HOPEFULLY NOT TO THE INSPECTION FRAMEWORKAs we reach the end of HM Chief Inspector, Amanda Spielman’s term of office, Ofsted are in listening mode. It was interesting to hear Amanda give an honest overview of her time in post, detailing some of the challenges faced by Ofsted, especially in recent years as a result of the Covid-19 pandemic. Given Amanda will be retiring later this year, I’d like to thank her for all her work in engaging closely with AELP and our members. What I will say is that I hope her successor doesn’t do what so many Chief Inspectors have done, and seek to make wholesale changes to the inspection...]]></itunes:summary><itunes:duration>436</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>AI will help, not hinder, education, we just need to trust its potential</title><link>https://www.spreaker.com/episode/ai-will-help-not-hinder-education-we-just-need-to-trust-its-potential--56000419</link><description><![CDATA[AI will help, not hinder, education, we just need to trust its potentialGoStudent believes technology is key to unlocking potential: Not only that of students, but also for helping us understand how we can change the ways we teach and learn for the better. Gregor Müller, digs into the work GoStudent is already doing, and the company’s vision for the future.There’s been a lot of buzz about artificial intelligence (AI) lately. It’s a topic that’s been making headlines and causing much debate – particularly with the emergence of ChatGPT. So much has been made of this innovation, that it’s easy to forget AI technology has been in use for years, and EdTech companies have, for a long time, seen its potential.THE POTENTIAL OF AIIn the UK, most educators will be familiar with  Seneca  . It’s used by more than 10 million students. Fundamentally, Seneca is an AI-powered tool. It uses smart learning algorithms to enable students to engage with study content in the way that best-suits them. If the student gets a question wrong, Seneca will show them the content again, but in a different format and, based on learned patterns, at a time when it’s optimal for the student to learn it. Seneca’s method is proven to make students understand topics twice as quickly, compared to when using traditional learning methods, such as revision guides.USING AI TO BETTER UNDERSTAND WHAT THE IDEAL LEARNING ENVIRONMENT LOOKS LIKEAt GoStudent, we offer 1:1 tutoring to school-aged students and, when exploring how to optimise student-tutor pairing, we used AI to better understand what the ideal learning environment looks like.We carried out a number of studies using the intelligent emotion tracking tool, iMotions, which measures 32 points on the face in order to analyse emotions. This allowed us to see which emotions are prevalent in the classroom, how they correlate between tutors and students, and which emotions can be beneficial for a successful learning environment.Across over 900 tutoring sessions the following factors were examined: Tutor emotions, length of the session, time in the day that the session took place, length of the collaboration between tutor and a student, and the subject taught.What we found was that the positive emotions of the tutor correlated with those of the student, and that “joy” was the most prevalent emotion during the sessions. Additionally, the best time of the day to hold an online tutoring session is between 1pm – 3pm, as opposed to 4pm – 7pm when attention spans were lower, and the most productive sessions were when the speaking time of the tutor was similar to the student’s.ENSURING THE BEST LEARNING OUTCOMES FOR THE STUDENTIn both these instances, AI is clearly being used as a force for good: It is ensuring the best learning outcomes for the student. What has become difficult lately, though, is the broad use of ChatGPT. It is harder to see the positives clearly when there is so much discussion around how it can be used to eradicate jobs or allow cheating.Despite this fearmongering, our  GoStudent Future of Education Report  revealed that 59% of children want to see advanced tech on the curriculum within the next five years, acknowledging that we face an increasingly digital future.HOW CAN THE TECHNOLOGY CAN BE HARNESSED RESPONSIBLY?Given this clear demand, my argument is that we, as EdTech innovators, need to continue to show how the technology can be harnessed responsibly. Yes, it is becoming smarter, so how can we use this technology to make the role of teachers easier? How can we evolve the ways we measure learning success to accommodate these new technologies? How do we ensure we don’t lose sight of how vital the human element of education is?For me, the answer is simple: We must evolve with technology, not against it. Instead of banning AI tools, we need to educate kids on how to use them safely and responsibly, and we need to rethink how we measure learning outcomes in a tech-first world. Sure, a student could use Chat...]]></description><guid isPermaLink="false">E9bo1azZ</guid><pubDate>Wed, 05 Jul 2023 08:32:55 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/56000419/mpysg0fmzd7yhmf5qvucyihh7sqy6fye7et5hss2.mp3" length="2049984" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1c597f2-8902-4c2a-bd40-7006601ad705/d1c597f2-8902-4c2a-bd40-7006601ad705.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1c597f2-8902-4c2a-bd40-7006601ad705/d1c597f2-8902-4c2a-bd40-7006601ad705.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d1c597f2-8902-4c2a-bd40-7006601ad705/d1c597f2-8902-4c2a-bd40-7006601ad705.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>AI will help, not hinder, education, we just need to trust its potentialGoStudent believes technology is key to unlocking potential: Not only that of students, but also for helping us understand how we can change the ways we teach and learn for the...</itunes:subtitle><itunes:summary><![CDATA[AI will help, not hinder, education, we just need to trust its potentialGoStudent believes technology is key to unlocking potential: Not only that of students, but also for helping us understand how we can change the ways we teach and learn for the better. Gregor Müller, digs into the work GoStudent is already doing, and the company’s vision for the future.There’s been a lot of buzz about artificial intelligence (AI) lately. It’s a topic that’s been making headlines and causing much debate – particularly with the emergence of ChatGPT. So much has been made of this innovation, that it’s easy to forget AI technology has been in use for years, and EdTech companies have, for a long time, seen its potential.THE POTENTIAL OF AIIn the UK, most educators will be familiar with  Seneca  . It’s used by more than 10 million students. Fundamentally, Seneca is an AI-powered tool. It uses smart learning algorithms to enable students to engage with study content in the way that best-suits them. If the student gets a question wrong, Seneca will show them the content again, but in a different format and, based on learned patterns, at a time when it’s optimal for the student to learn it. Seneca’s method is proven to make students understand topics twice as quickly, compared to when using traditional learning methods, such as revision guides.USING AI TO BETTER UNDERSTAND WHAT THE IDEAL LEARNING ENVIRONMENT LOOKS LIKEAt GoStudent, we offer 1:1 tutoring to school-aged students and, when exploring how to optimise student-tutor pairing, we used AI to better understand what the ideal learning environment looks like.We carried out a number of studies using the intelligent emotion tracking tool, iMotions, which measures 32 points on the face in order to analyse emotions. This allowed us to see which emotions are prevalent in the classroom, how they correlate between tutors and students, and which emotions can be beneficial for a successful learning environment.Across over 900 tutoring sessions the following factors were examined: Tutor emotions, length of the session, time in the day that the session took place, length of the collaboration between tutor and a student, and the subject taught.What we found was that the positive emotions of the tutor correlated with those of the student, and that “joy” was the most prevalent emotion during the sessions. Additionally, the best time of the day to hold an online tutoring session is between 1pm – 3pm, as opposed to 4pm – 7pm when attention spans were lower, and the most productive sessions were when the speaking time of the tutor was similar to the student’s.ENSURING THE BEST LEARNING OUTCOMES FOR THE STUDENTIn both these instances, AI is clearly being used as a force for good: It is ensuring the best learning outcomes for the student. What has become difficult lately, though, is the broad use of ChatGPT. It is harder to see the positives clearly when there is so much discussion around how it can be used to eradicate jobs or allow cheating.Despite this fearmongering, our  GoStudent Future of Education Report  revealed that 59% of children want to see advanced tech on the curriculum within the next five years, acknowledging that we face an increasingly digital future.HOW CAN THE TECHNOLOGY CAN BE HARNESSED RESPONSIBLY?Given this clear demand, my argument is that we, as EdTech innovators, need to continue to show how the technology can be harnessed responsibly. Yes, it is becoming smarter, so how can we use this technology to make the role of teachers easier? How can we evolve the ways we measure learning success to accommodate these new technologies? How do we ensure we don’t lose sight of how vital the human element of education is?For me, the answer is simple: We must evolve with technology, not against it. Instead of banning AI tools, we need to educate kids on how to use them safely and responsibly, and we need to rethink how we measure learning outcomes in a tech-first world. Sure, a student could use...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>University courses: Is blended learning here to stay?</title><link>https://www.spreaker.com/episode/university-courses-is-blended-learning-here-to-stay--55991147</link><description><![CDATA[University courses: Is blended learning here to stay?Stewart Watts discusses how universities can best implement a blended learning model, and make sure that online learning components cater to the needs of students, reduce staff workloads, and complement current learning objectives.Recent data collected by the BBC shows that almost a third of universities are still combining face-to-face teaching with online learning for the 2022–2023 academic year. While there have been mixed reactions from students and lecturers alike, there is an argument for hybrid learning as long as it is well executed and accounts for the needs of all students. As the past two years have demonstrated, universities need to think carefully before rolling out complex digital learning environments. If institutions want to continue using a hybrid learning format this year, they need to ensure in-person classroom teaching is paired with online components more effectively.Most importantly, universities need to ensure that their online learning provision is robust, can cater to all students’ needs and is flexible enough for teachers to adjust courses at will. Online learning should complement all current learning objectives and ultimately improve delivery of teaching, reduce workloads for lecturers, and provide further support for students. For many students going to university, it is a time of meeting new people and having new experiences. Universities must balance these expectations while using technology to enhance the student experience.DATA-DRIVEN LEARNINGBlended learning can provide lecturers with valuable data on their students. For this approach to be effective, staff use the data and digital tools at their disposal to gain sufficient insight into individual students’ progression and needs. To address student learning gaps, lecturers will need continuous insight into how students are getting on during individual study, in seminars and lectures, and in exams. Hopefully, through the implementation of a digital learning strategy, teachers will have access to more student data and will gain real visibility into students’ performance, particularly when it comes to identifying specific areas for development.Today’s learning analytics can provide professors and lecturers with real-time insight into the location and extent of learning gaps, such as whether a student has particular strengths or weaknesses. By using data to drive their teaching or courses, staff can plan more extensive learning programmes that account for all students’ learning needs.With this level of continuous insight, lecturers will be able to fill the gaps in students’ learning over time and create personalised learning pathways to help ensure that the needs of individual students are constantly being met.ONE SIZE DOES NOT FIT ALLWe often think of the student body at universities as those aged 18–21, living away from home for the first time and starting out their journey in academia. While this description fits many students, there are many different types of people studying at universities across the country, and a blended learning approach could really benefit them. They could be parents studying part-time, those studying alongside their careers, or people who have a learning difficulty or disability that makes it easier for them to learn from home.The “one size fits all” approach is simply no longer viable; what works for one student may not work for another. The continuation of blended learning at universities will hopefully allow lecturers to cater their teaching to all their students no matter where they are. Blended learning encourages and enables increased customisation and personalisation, allowing students to move at their own pace, in a way that is flexible for them. This is especially helpful for students who don’t perform as well under exam pressure, as their tutors can use data to assess them alongside exams. It is also more efficient for lecturers, freeing up their time as da...]]></description><guid isPermaLink="false">bzMqYQzQ</guid><pubDate>Tue, 04 Jul 2023 08:34:09 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55991147/sftvlukjorrkkwo84vwx6mgn6qcq7bq8cayr8vv1.mp3" length="2104416" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/71ded419-f418-4957-aa8a-c7a004e226c3/71ded419-f418-4957-aa8a-c7a004e226c3.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/71ded419-f418-4957-aa8a-c7a004e226c3/71ded419-f418-4957-aa8a-c7a004e226c3.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/71ded419-f418-4957-aa8a-c7a004e226c3/71ded419-f418-4957-aa8a-c7a004e226c3.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>University courses: Is blended learning here to stay?Stewart Watts discusses how universities can best implement a blended learning model, and make sure that online learning components cater to the needs of students, reduce staff workloads, and...</itunes:subtitle><itunes:summary><![CDATA[University courses: Is blended learning here to stay?Stewart Watts discusses how universities can best implement a blended learning model, and make sure that online learning components cater to the needs of students, reduce staff workloads, and complement current learning objectives.Recent data collected by the BBC shows that almost a third of universities are still combining face-to-face teaching with online learning for the 2022–2023 academic year. While there have been mixed reactions from students and lecturers alike, there is an argument for hybrid learning as long as it is well executed and accounts for the needs of all students. As the past two years have demonstrated, universities need to think carefully before rolling out complex digital learning environments. If institutions want to continue using a hybrid learning format this year, they need to ensure in-person classroom teaching is paired with online components more effectively.Most importantly, universities need to ensure that their online learning provision is robust, can cater to all students’ needs and is flexible enough for teachers to adjust courses at will. Online learning should complement all current learning objectives and ultimately improve delivery of teaching, reduce workloads for lecturers, and provide further support for students. For many students going to university, it is a time of meeting new people and having new experiences. Universities must balance these expectations while using technology to enhance the student experience.DATA-DRIVEN LEARNINGBlended learning can provide lecturers with valuable data on their students. For this approach to be effective, staff use the data and digital tools at their disposal to gain sufficient insight into individual students’ progression and needs. To address student learning gaps, lecturers will need continuous insight into how students are getting on during individual study, in seminars and lectures, and in exams. Hopefully, through the implementation of a digital learning strategy, teachers will have access to more student data and will gain real visibility into students’ performance, particularly when it comes to identifying specific areas for development.Today’s learning analytics can provide professors and lecturers with real-time insight into the location and extent of learning gaps, such as whether a student has particular strengths or weaknesses. By using data to drive their teaching or courses, staff can plan more extensive learning programmes that account for all students’ learning needs.With this level of continuous insight, lecturers will be able to fill the gaps in students’ learning over time and create personalised learning pathways to help ensure that the needs of individual students are constantly being met.ONE SIZE DOES NOT FIT ALLWe often think of the student body at universities as those aged 18–21, living away from home for the first time and starting out their journey in academia. While this description fits many students, there are many different types of people studying at universities across the country, and a blended learning approach could really benefit them. They could be parents studying part-time, those studying alongside their careers, or people who have a learning difficulty or disability that makes it easier for them to learn from home.The “one size fits all” approach is simply no longer viable; what works for one student may not work for another. The continuation of blended learning at universities will hopefully allow lecturers to cater their teaching to all their students no matter where they are. Blended learning encourages and enables increased customisation and personalisation, allowing students to move at their own pace, in a way that is flexible for them. This is especially helpful for students who don’t perform as well under exam pressure, as their tutors can use data to assess them alongside exams. It is also more efficient for lecturers, freeing up their time...]]></itunes:summary><itunes:duration>351</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Closing the autism employment gap</title><link>https://www.spreaker.com/episode/closing-the-autism-employment-gap--55873833</link><description><![CDATA[Ambitious about Autism’s Danae Leaman-Hill discusses the barriers preventing autistic people from accessing work, what the charity is doing to support more autistic young people into the workplace and the Buckland Review of Autism Employment.The employment rate for autistic people is extremely low. Only 29% of autistic people are in any form of employment, compared to 81.6% of non-disabled people. This is one of the lowest employment rates of all disabled groups.  Although many autistic young people want to work, when they leave school there are still many barriers that prevent them from achieving their ambitions. Our survey of over 500 autistic young people and their parents and carers found that 71% of those who are currently unemployed would like to be in work, but less than a third were confident they would be able to find work within the next year.   Worryingly over a fifth said they don’t tell potential employers they are autistic because they are afraid of being treated unfairly, with over 70% saying they don’t disclose they are autistic due to fear of discrimination. These shocking findings reveal just how much more needs to be done to increase employers’ understanding of autism and to stamp out unfair discrimination.   National employment programme for autistic young people: Employ AutismEmploy Autism works with employers, young people and careers professionals to break down barriers and improve confidence about autism and neurodiversity. We deliver training, resources and ongoing mentorship to a wide range of partners across the UK, all with the aim of creating work placements to help more autistic young people into employment. More than 80% of autistic interns who have taken part in the programme have been offered a contract extension or permanent role following their work placement. Placements are available in a variety of industries, from insurance to hospitality, and over the coming months, autistic young people will take up internships in government departments across the civil service.We know that for autistic people, employment inequality does not begin and end with access to work. Workplace culture plays a huge part in autistic people’s experience of employment and their sense of fulfilment in their roles. In a national employment survey we conducted, 45% of respondents said their employers’ understanding of autism was poor or very poor and 36% of respondents said they had experienced bullying or harassment at work.Statistics like this demonstrate the vital importance of awareness and understanding of the needs and differences of autistic people in the workplace. We work closely with our business partners to ensure that reasonable adjustments are put in place for autistic employees and that colleagues are informed of their needs and how best to support them.  Buckland Review of Autism EmploymentIn April, the Department for Work and Pensions announced the Buckland Review of Autism Employment, a review lead by Sir Robert Buckland KC MP, which aims to boost the employment prospects of autistic people. This review is very welcome as urgent action is needed to close the autism employment gap and we hope it will provide solutions that are taken forward by government to tackle the barriers preventing autistic people face trying to access employment. We know what these solutions are and this Wednesday 5 July 2023, we will be hosting an event at the House of Lords to share our knowledge with decision-makers.  No autistic NEETsWe are calling on our government, opposition and other parliamentarians to commit to ensuring there are no autistic NEETs (Not in Education, Employment or Training) by the end of the next parliamentary term and to set a target to double the employment rate for autistic people by 2030. As the general election looms, we need to ensure there is commitment and a focus on solutions to transform workplaces and enable autistic job seekers to succeed.  By Danae Leaman-Hill, Director of External Affairs a...]]></description><guid isPermaLink="false">5L3kXkL2</guid><pubDate>Mon, 03 Jul 2023 07:44:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55873833/azvzqqvpkzqfpyctrmhruyatzekuxhzsa1qb0qqr.mp3" length="1496016" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55cd2532-c32a-4dc7-add4-3b35a31fa4f0/55cd2532-c32a-4dc7-add4-3b35a31fa4f0.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55cd2532-c32a-4dc7-add4-3b35a31fa4f0/55cd2532-c32a-4dc7-add4-3b35a31fa4f0.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/55cd2532-c32a-4dc7-add4-3b35a31fa4f0/55cd2532-c32a-4dc7-add4-3b35a31fa4f0.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Ambitious about Autism’s Danae Leaman-Hill discusses the barriers preventing autistic people from accessing work, what the charity is doing to support more autistic young people into the workplace and the Buckland Review of Autism Employment.The...</itunes:subtitle><itunes:summary><![CDATA[Ambitious about Autism’s Danae Leaman-Hill discusses the barriers preventing autistic people from accessing work, what the charity is doing to support more autistic young people into the workplace and the Buckland Review of Autism Employment.The employment rate for autistic people is extremely low. Only 29% of autistic people are in any form of employment, compared to 81.6% of non-disabled people. This is one of the lowest employment rates of all disabled groups.  Although many autistic young people want to work, when they leave school there are still many barriers that prevent them from achieving their ambitions. Our survey of over 500 autistic young people and their parents and carers found that 71% of those who are currently unemployed would like to be in work, but less than a third were confident they would be able to find work within the next year.   Worryingly over a fifth said they don’t tell potential employers they are autistic because they are afraid of being treated unfairly, with over 70% saying they don’t disclose they are autistic due to fear of discrimination. These shocking findings reveal just how much more needs to be done to increase employers’ understanding of autism and to stamp out unfair discrimination.   National employment programme for autistic young people: Employ AutismEmploy Autism works with employers, young people and careers professionals to break down barriers and improve confidence about autism and neurodiversity. We deliver training, resources and ongoing mentorship to a wide range of partners across the UK, all with the aim of creating work placements to help more autistic young people into employment. More than 80% of autistic interns who have taken part in the programme have been offered a contract extension or permanent role following their work placement. Placements are available in a variety of industries, from insurance to hospitality, and over the coming months, autistic young people will take up internships in government departments across the civil service.We know that for autistic people, employment inequality does not begin and end with access to work. Workplace culture plays a huge part in autistic people’s experience of employment and their sense of fulfilment in their roles. In a national employment survey we conducted, 45% of respondents said their employers’ understanding of autism was poor or very poor and 36% of respondents said they had experienced bullying or harassment at work.Statistics like this demonstrate the vital importance of awareness and understanding of the needs and differences of autistic people in the workplace. We work closely with our business partners to ensure that reasonable adjustments are put in place for autistic employees and that colleagues are informed of their needs and how best to support them.  Buckland Review of Autism EmploymentIn April, the Department for Work and Pensions announced the Buckland Review of Autism Employment, a review lead by Sir Robert Buckland KC MP, which aims to boost the employment prospects of autistic people. This review is very welcome as urgent action is needed to close the autism employment gap and we hope it will provide solutions that are taken forward by government to tackle the barriers preventing autistic people face trying to access employment. We know what these solutions are and this Wednesday 5 July 2023, we will be hosting an event at the House of Lords to share our knowledge with decision-makers.  No autistic NEETsWe are calling on our government, opposition and other parliamentarians to commit to ensuring there are no autistic NEETs (Not in Education, Employment or Training) by the end of the next parliamentary term and to set a target to double the employment rate for autistic people by 2030. As the general election looms, we need to ensure there is commitment and a focus on solutions to transform workplaces and enable autistic job seekers to succeed.  By Danae Leaman-Hill, Director of External...]]></itunes:summary><itunes:duration>250</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Transforming Pre-University Education at Qatar Foundation: Empowering Educators for an Inclusive Global Learning Environment</title><link>https://www.spreaker.com/episode/transforming-pre-university-education-at-qatar-foundation-empowering-educators-for-an-inclusive-global-learning-environment--55574979</link><description><![CDATA[Transforming Pre-University Education at Qatar Foundation: Empowering Educators for an Inclusive Global Learning EnvironmentIn this article, Abeer Al Khalifa discusses the increasing internationalisation of education. Al Khalifa explores supporting diverse student bodies via teacher training and technological advancements among other routes. The increasing internationalisation of the world is evident in both the UK and other countries. While this comes with various challenges, it also creates ample opportunities. In recent times there has been significant progress and a growing emphasis in the Middle East region on providing quality pre-university education to young learners within an internationalised setting. Qatar Foundation, in particular, has played a pivotal role in spearheading educational advancements and ensuring that students in the region have access to world-class educational opportunities.One of the key aspects of development in pre-university education has been the shift towards student-centred learning approaches. Pivotal in this academic transformation are teachers – and the necessity in equipping them with the correct training and skills to not only foster academic excellence but also nurturing critical thinking, creativity, problem-solving skills, and digital literacy among their students.TAILORED TRAININGA major challenge facing the education industry is teacher retention – both in the UK and globally. To ensure longevity of careers, teachers must feel heard and supported and a key factor in this is providing personal development plans.At Qatar Foundation, we prioritise the provision of comprehensive and tailored professional development programs as part of our innovative approach. Specifically, Qatar Foundations Pre-University Education (PUE) Division collaborates closely with teachers on a continual basis to understand their individual needs and offer customised training opportunities.Programmes that focus on the latest pedagogical techniques, instructional methodologies, and emerging educational technologies that can be implemented within the school are regularly provided or through opportunities from Education City, an initiative of Qatar Foundation that has brought together multiple leading universities and educational institutions from around the world to create a unique hub for higher education.Our goal is to ensure that teachers are aware of their career journey and have a clear understanding of the paths they can follow. In today’s educational landscape, there is a wealth of opportunities for professional growth, and it is critical that teachers be aware of their abilities, aspirations and personal goals.We recently launched our “I am a Teacher” campaign, to raise awareness about the teaching profession. The campaign reaches out to Qatari teachers in our community to encourage them to join our schools and benefit from the expertise of our other teachers.EMBRACING  TECHNOLOGICAL ADVANCEMENTSDespite technology, particularly artificial intelligence (AI), being a controversial topic in schools in recent months we are aware that it can also considerably help schools enhance teacher training. Online platforms and digital resources offer flexibility around work schedules and accessible learning opportunities. Our resources include interactive modules, webinars, and online communities where teachers can engage in discussions, access resources, and participate in virtual professional development programmes.We also believe in the power of collaboration and networking among educators. We facilitate regular workshops, seminars, and conferences that bring teachers together to share best practices, exchange ideas, and learn from one another. These platforms serve as a catalyst for professional growth and enable teachers to stay updated with the latest trends and research in education.Overall, we aim to empower educators to thrive in their roles and create transformative learning experiences for our students.EQUIP...]]></description><guid isPermaLink="false">yzKqgGxg</guid><pubDate>Fri, 30 Jun 2023 08:32:01 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55574979/jlcjflrplkidjijcnakp7tppnhcddppdkqgcbdez.mp3" length="2829600" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac73e77e-97ec-448b-80f6-65d03e6f8233/ac73e77e-97ec-448b-80f6-65d03e6f8233.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac73e77e-97ec-448b-80f6-65d03e6f8233/ac73e77e-97ec-448b-80f6-65d03e6f8233.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/ac73e77e-97ec-448b-80f6-65d03e6f8233/ac73e77e-97ec-448b-80f6-65d03e6f8233.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Transforming Pre-University Education at Qatar Foundation: Empowering Educators for an Inclusive Global Learning EnvironmentIn this article, Abeer Al Khalifa discusses the increasing internationalisation of education. Al Khalifa explores supporting...</itunes:subtitle><itunes:summary><![CDATA[Transforming Pre-University Education at Qatar Foundation: Empowering Educators for an Inclusive Global Learning EnvironmentIn this article, Abeer Al Khalifa discusses the increasing internationalisation of education. Al Khalifa explores supporting diverse student bodies via teacher training and technological advancements among other routes. The increasing internationalisation of the world is evident in both the UK and other countries. While this comes with various challenges, it also creates ample opportunities. In recent times there has been significant progress and a growing emphasis in the Middle East region on providing quality pre-university education to young learners within an internationalised setting. Qatar Foundation, in particular, has played a pivotal role in spearheading educational advancements and ensuring that students in the region have access to world-class educational opportunities.One of the key aspects of development in pre-university education has been the shift towards student-centred learning approaches. Pivotal in this academic transformation are teachers – and the necessity in equipping them with the correct training and skills to not only foster academic excellence but also nurturing critical thinking, creativity, problem-solving skills, and digital literacy among their students.TAILORED TRAININGA major challenge facing the education industry is teacher retention – both in the UK and globally. To ensure longevity of careers, teachers must feel heard and supported and a key factor in this is providing personal development plans.At Qatar Foundation, we prioritise the provision of comprehensive and tailored professional development programs as part of our innovative approach. Specifically, Qatar Foundations Pre-University Education (PUE) Division collaborates closely with teachers on a continual basis to understand their individual needs and offer customised training opportunities.Programmes that focus on the latest pedagogical techniques, instructional methodologies, and emerging educational technologies that can be implemented within the school are regularly provided or through opportunities from Education City, an initiative of Qatar Foundation that has brought together multiple leading universities and educational institutions from around the world to create a unique hub for higher education.Our goal is to ensure that teachers are aware of their career journey and have a clear understanding of the paths they can follow. In today’s educational landscape, there is a wealth of opportunities for professional growth, and it is critical that teachers be aware of their abilities, aspirations and personal goals.We recently launched our “I am a Teacher” campaign, to raise awareness about the teaching profession. The campaign reaches out to Qatari teachers in our community to encourage them to join our schools and benefit from the expertise of our other teachers.EMBRACING  TECHNOLOGICAL ADVANCEMENTSDespite technology, particularly artificial intelligence (AI), being a controversial topic in schools in recent months we are aware that it can also considerably help schools enhance teacher training. Online platforms and digital resources offer flexibility around work schedules and accessible learning opportunities. Our resources include interactive modules, webinars, and online communities where teachers can engage in discussions, access resources, and participate in virtual professional development programmes.We also believe in the power of collaboration and networking among educators. We facilitate regular workshops, seminars, and conferences that bring teachers together to share best practices, exchange ideas, and learn from one another. These platforms serve as a catalyst for professional growth and enable teachers to stay updated with the latest trends and research in education.Overall, we aim to empower educators to thrive in their roles and create transformative learning experiences for our...]]></itunes:summary><itunes:duration>472</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The issues swirling round delivery of the PM's post-16 maths plan</title><link>https://www.spreaker.com/episode/the-issues-swirling-round-delivery-of-the-pm-s-post-16-maths-plan--55476378</link><description><![CDATA[The issues swirling round delivery of the PM's post-16 maths planIn April the Prime Minister restated his New Year’s pledge to make  maths education up to 18 compulsory  , this time announcing the establishment of an expert advisory group to advise on its  implementation  . This article, drawing on research mainly funded by the Nuffield Foundation, addresses some of the questions the expert group faces.WHAT IS BEHIND THE PM’S AMBITIOUS – AND TO SOME EXTENT CONTROVERSIAL – COMMITMENT?It partly demonstrates the power of international comparison. Back in 2011, a somewhat similar ten-year goal was announced by the then Secretary of State for Education, Michael Gove. It was triggered by widely cited research showing that fewer than one in five students in England, Wales and Northern Ireland studied any kind of maths post-16, lower than any of the 24 countries  surveyed  . And it is not just league tables for maths participation that have resonance but also the skills themselves. In the OECD Survey of Adult Skills, numeracy scores for 16-24 year olds placed  England 19th out of 22 countries  .Of course the argument for more maths is not just about keeping up with the Joneses (or Johanssons). Analysis matching education and earnings data shows that choosing maths at A level or university is  relatively lucrative  , and employer surveys repeatedly point to unmet demand for quantitative skills at all levels, ranging from basic numeracy to more sophisticated capabilities required for growth sectors such as  data science and AI  . We also know that greater levels of numerical literacy are beneficial across society for people’s everyday life beyond education and work, whether for financial matters, as a parent, or for informed civic and democratic engagement.WHAT MAKES THE COMMITMENT AMBITIOUS?The scale of the problem and the challenges of addressing it cannot be underestimated. The English 14-19 qualification system builds in barriers and disincentives to continue with maths, with its early specialisation, high stakes examinations, and gulf in esteem afforded to academic and vocational tracks.Recent international comparative work shows that countries with more integrated or standardised systems, notably compulsory maths up to 18, have higher overall numeracy skills. But they are also more effective at addressing inequalities in those skills that emerge prior to, and during, secondary education.In the absence of an appetite for a fundamental rethink of qualifications, attempts to universalise 16-18 participation in maths will struggle in a system dominated by GCSEs and A Levels (well understood and seemingly hard to reform) and complemented by vocational tracks (complex and constantly reformed). Attempts will also be thwarted by the large numbers of students in the first years of secondary education with very low attainment in maths, usually having failed to acquire the appropriate foundation at  primary school  .WHY IS IT CONTROVERSIAL TO ATTEMPT TO BRING PARTICIPATION IN POST-16 MATHS IN LINE WITH OTHER COUNTRIES?This is a particularly pertinent question now that young people in England are required (since 2015) to remain in education and training to the age of 18. It partly comes from a fear that compulsion or even exhortation to continue to study maths could be counterproductive for students, particularly those who associate it with failure or anxiety.There is also a concern about prioritisation: that it would be better to give resources and attention to maths education much earlier than 16-18. Related to this, subject choices at 16 have complex origins, reaching back to primary school experiences. A recent and very thorough evidence review shows how the cumulative interplay of socio-economic, gender and ethnicity factors influence attitudes and achievement in maths at various stages, particularly in the transition to secondary school.Despite these challenges, it remains hard to resist the opportunity to take advantage of interest in...]]></description><guid isPermaLink="false">Q9QRQKza</guid><pubDate>Thu, 29 Jun 2023 08:31:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55476378/oq4x4b019gntizzfdcqzpcbwwce2mo9ojo5bqafl.mp3" length="4980816" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/804e7ef1-06da-45fb-b6c0-f6be9c553e34/804e7ef1-06da-45fb-b6c0-f6be9c553e34.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/804e7ef1-06da-45fb-b6c0-f6be9c553e34/804e7ef1-06da-45fb-b6c0-f6be9c553e34.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/804e7ef1-06da-45fb-b6c0-f6be9c553e34/804e7ef1-06da-45fb-b6c0-f6be9c553e34.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The issues swirling round delivery of the PM's post-16 maths planIn April the Prime Minister restated his New Year’s pledge to make  maths education up to 18 compulsory  , this time announcing the establishment of an expert advisory group to advise on...</itunes:subtitle><itunes:summary><![CDATA[The issues swirling round delivery of the PM's post-16 maths planIn April the Prime Minister restated his New Year’s pledge to make  maths education up to 18 compulsory  , this time announcing the establishment of an expert advisory group to advise on its  implementation  . This article, drawing on research mainly funded by the Nuffield Foundation, addresses some of the questions the expert group faces.WHAT IS BEHIND THE PM’S AMBITIOUS – AND TO SOME EXTENT CONTROVERSIAL – COMMITMENT?It partly demonstrates the power of international comparison. Back in 2011, a somewhat similar ten-year goal was announced by the then Secretary of State for Education, Michael Gove. It was triggered by widely cited research showing that fewer than one in five students in England, Wales and Northern Ireland studied any kind of maths post-16, lower than any of the 24 countries  surveyed  . And it is not just league tables for maths participation that have resonance but also the skills themselves. In the OECD Survey of Adult Skills, numeracy scores for 16-24 year olds placed  England 19th out of 22 countries  .Of course the argument for more maths is not just about keeping up with the Joneses (or Johanssons). Analysis matching education and earnings data shows that choosing maths at A level or university is  relatively lucrative  , and employer surveys repeatedly point to unmet demand for quantitative skills at all levels, ranging from basic numeracy to more sophisticated capabilities required for growth sectors such as  data science and AI  . We also know that greater levels of numerical literacy are beneficial across society for people’s everyday life beyond education and work, whether for financial matters, as a parent, or for informed civic and democratic engagement.WHAT MAKES THE COMMITMENT AMBITIOUS?The scale of the problem and the challenges of addressing it cannot be underestimated. The English 14-19 qualification system builds in barriers and disincentives to continue with maths, with its early specialisation, high stakes examinations, and gulf in esteem afforded to academic and vocational tracks.Recent international comparative work shows that countries with more integrated or standardised systems, notably compulsory maths up to 18, have higher overall numeracy skills. But they are also more effective at addressing inequalities in those skills that emerge prior to, and during, secondary education.In the absence of an appetite for a fundamental rethink of qualifications, attempts to universalise 16-18 participation in maths will struggle in a system dominated by GCSEs and A Levels (well understood and seemingly hard to reform) and complemented by vocational tracks (complex and constantly reformed). Attempts will also be thwarted by the large numbers of students in the first years of secondary education with very low attainment in maths, usually having failed to acquire the appropriate foundation at  primary school  .WHY IS IT CONTROVERSIAL TO ATTEMPT TO BRING PARTICIPATION IN POST-16 MATHS IN LINE WITH OTHER COUNTRIES?This is a particularly pertinent question now that young people in England are required (since 2015) to remain in education and training to the age of 18. It partly comes from a fear that compulsion or even exhortation to continue to study maths could be counterproductive for students, particularly those who associate it with failure or anxiety.There is also a concern about prioritisation: that it would be better to give resources and attention to maths education much earlier than 16-18. Related to this, subject choices at 16 have complex origins, reaching back to primary school experiences. A recent and very thorough evidence review shows how the cumulative interplay of socio-economic, gender and ethnicity factors influence attitudes and achievement in maths at various stages, particularly in the transition to secondary school.Despite these challenges, it remains hard to resist the opportunity to take advantage of interest...]]></itunes:summary><itunes:duration>831</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>No time for complacency in England’s long apprenticeship journey</title><link>https://www.spreaker.com/episode/no-time-for-complacency-in-england-s-long-apprenticeship-journey--55476377</link><description><![CDATA[No time for complacency in England’s long apprenticeship journeyProfessor  Tom Bewick  recently attended the inaugural international conference on delivery and policy of degree and higher apprenticeships. The following article is based on the speech he gave, held at Staffordshire University on 22  nd  June 2023. In 1562, the English Parliament passed the world’s first recognised national apprenticeship legislation.The Statute of Artificers Act saw the transfer of power to regulate the supply of labour to the economy (mainly an agricultural society back then), from feudal guilds to the Elizabethan state.It feels like this country has been in a constant dialogue about the role and purpose of apprenticeship ever since.Whatever the century, at the heart of apprenticeship policy, you’ll find a real concern about how best to support the individual, who is in productive terms, still a novice.HOW DO WE ENABLE A PERSON TO FIND MASTERY IN THE SKILLS REQUIRED FOR A CHANGING WORLD OF WORK?As then, the challenge now, is broadly the same: how do we enable a person to find mastery in the skills required for a changing world of work?As the home of Josiah Wedgewood (1730-1795), Staffordshire knows all about innovation.Pioneering the idea of the industrial division of labour, Wedgewood was able to mass produce an array of ceramics products and export them all over the globe.He started his apprenticeship as a potter in 1744, at the age of 14, and by the time he reached 29, he had already set up the first factory to manufacture and experiment in new glazing techniques.As a lifelong abolitionist, Wedgewood campaigned against the slave trade.It’s great to see the spirit of apprenticeship continues to live on in Stoke-on-Trent today; and the wider potteries. Not only the pioneering work that Staffs Uni is doing in terms of degree apprenticeships, but also the many Level 2 apprentices that are employed by Wedgewood Waterford Royal Doulton, just down the road.In my speech today, I want to cover three questions:1  Where are we currently in England’s apprenticeship journey?2  Where are we specifically with degree apprenticeships?3  How can we work better together, both nationally and internationally, to boost all apprenticeships?YOUTH UNEMPLOYMENTBeing at an international gathering we all share a common interest in quality apprenticeship.To differing degrees, our economies, labour markets and social models face significant strain. Youth unemployment is, on average, up to three times the rate of general unemployment in most countries.In the UK currently, youth unemployment is 10.9 per cent (16-24 years old) – a massive waste of human talent. Yet, policymakers largely shrug their shoulders when they are challenged on the rapid decline in apprenticeships currently available for the under-25s.SO WHAT NEEDS TO CHANGE?We need to end such complacency as soon as possible.It’s a few years old now, but the study by the  McKinsey Centre for Government  on youth employability and career transitions, provides an excellent backdrop to what we are discussing at this conference.The researchers found that employment progression for many people these days is akin to a broken bridge. What they were referring to was the transmission mechanism in the labour market – supply and demand – is at best, opaque.In other ways, the transmission mechanism from education into work is in crisis. Inactivity rates in Britain post-pandemic have soared, with more than 5 million people of working age counting as unproductive.Apprenticeships are vital, because they are one of a few really established ways of repairing the broken bridge, helping individuals transition from classroom study with the applied skills required in the workplace, particularly for young people.Skills gaps are not the figment of policy-makers’ imagination. The broken bridge metaphor is the result of labour markets functioning at a sub-optimal level. They are what the academics David Finegold and David Soskice described...]]></description><guid isPermaLink="false">7907D8xE</guid><pubDate>Thu, 29 Jun 2023 08:31:32 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55476377/cmy5xh3ffc8iuoqz38zx3a0iar5x9795qy4z1lkz.mp3" length="4989600" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/580ad140-f081-429b-8ccb-51e0b09eecda/580ad140-f081-429b-8ccb-51e0b09eecda.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/580ad140-f081-429b-8ccb-51e0b09eecda/580ad140-f081-429b-8ccb-51e0b09eecda.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/580ad140-f081-429b-8ccb-51e0b09eecda/580ad140-f081-429b-8ccb-51e0b09eecda.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>No time for complacency in England’s long apprenticeship journeyProfessor  Tom Bewick  recently attended the inaugural international conference on delivery and policy of degree and higher apprenticeships. The following article is based on the speech...</itunes:subtitle><itunes:summary><![CDATA[No time for complacency in England’s long apprenticeship journeyProfessor  Tom Bewick  recently attended the inaugural international conference on delivery and policy of degree and higher apprenticeships. The following article is based on the speech he gave, held at Staffordshire University on 22  nd  June 2023. In 1562, the English Parliament passed the world’s first recognised national apprenticeship legislation.The Statute of Artificers Act saw the transfer of power to regulate the supply of labour to the economy (mainly an agricultural society back then), from feudal guilds to the Elizabethan state.It feels like this country has been in a constant dialogue about the role and purpose of apprenticeship ever since.Whatever the century, at the heart of apprenticeship policy, you’ll find a real concern about how best to support the individual, who is in productive terms, still a novice.HOW DO WE ENABLE A PERSON TO FIND MASTERY IN THE SKILLS REQUIRED FOR A CHANGING WORLD OF WORK?As then, the challenge now, is broadly the same: how do we enable a person to find mastery in the skills required for a changing world of work?As the home of Josiah Wedgewood (1730-1795), Staffordshire knows all about innovation.Pioneering the idea of the industrial division of labour, Wedgewood was able to mass produce an array of ceramics products and export them all over the globe.He started his apprenticeship as a potter in 1744, at the age of 14, and by the time he reached 29, he had already set up the first factory to manufacture and experiment in new glazing techniques.As a lifelong abolitionist, Wedgewood campaigned against the slave trade.It’s great to see the spirit of apprenticeship continues to live on in Stoke-on-Trent today; and the wider potteries. Not only the pioneering work that Staffs Uni is doing in terms of degree apprenticeships, but also the many Level 2 apprentices that are employed by Wedgewood Waterford Royal Doulton, just down the road.In my speech today, I want to cover three questions:1  Where are we currently in England’s apprenticeship journey?2  Where are we specifically with degree apprenticeships?3  How can we work better together, both nationally and internationally, to boost all apprenticeships?YOUTH UNEMPLOYMENTBeing at an international gathering we all share a common interest in quality apprenticeship.To differing degrees, our economies, labour markets and social models face significant strain. Youth unemployment is, on average, up to three times the rate of general unemployment in most countries.In the UK currently, youth unemployment is 10.9 per cent (16-24 years old) – a massive waste of human talent. Yet, policymakers largely shrug their shoulders when they are challenged on the rapid decline in apprenticeships currently available for the under-25s.SO WHAT NEEDS TO CHANGE?We need to end such complacency as soon as possible.It’s a few years old now, but the study by the  McKinsey Centre for Government  on youth employability and career transitions, provides an excellent backdrop to what we are discussing at this conference.The researchers found that employment progression for many people these days is akin to a broken bridge. What they were referring to was the transmission mechanism in the labour market – supply and demand – is at best, opaque.In other ways, the transmission mechanism from education into work is in crisis. Inactivity rates in Britain post-pandemic have soared, with more than 5 million people of working age counting as unproductive.Apprenticeships are vital, because they are one of a few really established ways of repairing the broken bridge, helping individuals transition from classroom study with the applied skills required in the workplace, particularly for young people.Skills gaps are not the figment of policy-makers’ imagination. The broken bridge metaphor is the result of labour markets functioning at a sub-optimal level. They are what the academics David Finegold and David Soskice...]]></itunes:summary><itunes:duration>832</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The craft of the classroom</title><link>https://www.spreaker.com/episode/the-craft-of-the-classroom--55373503</link><description><![CDATA[Roy Blatchford CBE has visited more than 1,000 schools and colleges in the UK and across the world, in this article Roy seeks to illustrate the craft of the skilled teacher.Over the past twenty years Roy Blatchford CBE has visited over 15,000 lessons in more than 1,000 settings as a reviewer and inspector of schools and colleges in the UK and across the world. In his latest book, The A-Z of Great Classrooms, Roy seeks to distil what happens when learners are engaged and excited by the craft of skilled and knowledgeable teachers.‘craft’ noun:-skill and experience;.. a job or activity that needs skill and experience…Across continents, I have enjoyed being in the presence of young people and adults being taught by those who love their work, and whose passion for subject shines through their every gesture and word. The best lessons – you just don’t want them to end! And there’s nothing quite like the professional privilege of being in such classrooms, laboratories, dance studios, workshops, music practice rooms, sports halls, libraries, learning centres, sensory zones, outdoor settings, lecture theatres – wherever the learning unfolds.The Dutch conductor Bernard Haitink (1929 – 2021) enjoyed a career spanning 65 years at the highest levels of music-making. He was a musician ill at ease with the cult of the charismatic maestro, yet in his time, he led the London Philharmonic, the Chicago Symphony Orchestra and was music director of Glyndebourne and Covent Garden. Unlike most of his contemporaries, he never thought of himself as interpreting music, or of wanting to do anything with it other than bring it to life.Fellow conductor Simon Rattle observed that with Haitink, ‘the normal problems of ensemble or balance simply vanish. If we can’t play well under Bernard, it’s time to take up another profession’. Another commentator on Haitink’s inspiring style noted that he knew exactly what he wanted, when to hold back, when to let go, and when to simply leave it to the players ‘whose devotion to him reflected his faith in them’.Craft at workI was struck by both these observations when reflecting on the craft at work in every successful classroom. When one watches the best lecturers, tutors and teachers in action, it is that quiet command which shines forth, and when a decision in class comes up, the qualitatively ‘correct’ choice is made. The action in itself maybe nothing special; the care and consistency with which it is made, is. Acts of intervention, challenge and support for students are for the most part deliberate, rooted in experience. Spontaneity of course always plays its part.The most effective teaching – the professional craft of the classroom – is a many splendored thing, multi-faceted, with these features at the core:positive relationshipsmeticulous planningskilful orchestration of timestrong subject knowledgeadroit modellingintellectual curiosityfascinating digressionteacher’s personal stories about  learningilluminating questionshumour These key elements bring subjects and skills alive for students in classrooms, and help them remember new facts, figures, ideas and concepts. For example, watch any skilled art, music or design technology lecturer,  – and you see that intuitive understanding of when to intervene, when to back off and when to let go, which characterised Haitink’s approach to working with talented musicians across the world.I’m no expert on what poor conductors do, although this may resonate: less effective teaching falls back on didactic delivery, low expectations of how students should listen to one another, and a sense of drift, with no solid consensus in the room about the purpose of the session.Further, skilled and intelligent practitioners know when to speak, when to listen, when to summarise and when to allow digression. The care and consistency with which they conduct is notable. This springs from years of practice observing others doing things right and doing things badly. In the same way that Haitink...]]></description><guid isPermaLink="false">ExvR7qxk</guid><pubDate>Wed, 28 Jun 2023 08:30:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55373503/xj3uwzpjmeeghquwfkyh4hx9jnuimbnso8g5ptl4.mp3" length="2492352" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9088c42d-be4f-4257-a0b2-370937698763/9088c42d-be4f-4257-a0b2-370937698763.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9088c42d-be4f-4257-a0b2-370937698763/9088c42d-be4f-4257-a0b2-370937698763.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9088c42d-be4f-4257-a0b2-370937698763/9088c42d-be4f-4257-a0b2-370937698763.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Roy Blatchford CBE has visited more than 1,000 schools and colleges in the UK and across the world, in this article Roy seeks to illustrate the craft of the skilled teacher.Over the past twenty years Roy Blatchford CBE has visited over 15,000 lessons...</itunes:subtitle><itunes:summary><![CDATA[Roy Blatchford CBE has visited more than 1,000 schools and colleges in the UK and across the world, in this article Roy seeks to illustrate the craft of the skilled teacher.Over the past twenty years Roy Blatchford CBE has visited over 15,000 lessons in more than 1,000 settings as a reviewer and inspector of schools and colleges in the UK and across the world. In his latest book, The A-Z of Great Classrooms, Roy seeks to distil what happens when learners are engaged and excited by the craft of skilled and knowledgeable teachers.‘craft’ noun:-skill and experience;.. a job or activity that needs skill and experience…Across continents, I have enjoyed being in the presence of young people and adults being taught by those who love their work, and whose passion for subject shines through their every gesture and word. The best lessons – you just don’t want them to end! And there’s nothing quite like the professional privilege of being in such classrooms, laboratories, dance studios, workshops, music practice rooms, sports halls, libraries, learning centres, sensory zones, outdoor settings, lecture theatres – wherever the learning unfolds.The Dutch conductor Bernard Haitink (1929 – 2021) enjoyed a career spanning 65 years at the highest levels of music-making. He was a musician ill at ease with the cult of the charismatic maestro, yet in his time, he led the London Philharmonic, the Chicago Symphony Orchestra and was music director of Glyndebourne and Covent Garden. Unlike most of his contemporaries, he never thought of himself as interpreting music, or of wanting to do anything with it other than bring it to life.Fellow conductor Simon Rattle observed that with Haitink, ‘the normal problems of ensemble or balance simply vanish. If we can’t play well under Bernard, it’s time to take up another profession’. Another commentator on Haitink’s inspiring style noted that he knew exactly what he wanted, when to hold back, when to let go, and when to simply leave it to the players ‘whose devotion to him reflected his faith in them’.Craft at workI was struck by both these observations when reflecting on the craft at work in every successful classroom. When one watches the best lecturers, tutors and teachers in action, it is that quiet command which shines forth, and when a decision in class comes up, the qualitatively ‘correct’ choice is made. The action in itself maybe nothing special; the care and consistency with which it is made, is. Acts of intervention, challenge and support for students are for the most part deliberate, rooted in experience. Spontaneity of course always plays its part.The most effective teaching – the professional craft of the classroom – is a many splendored thing, multi-faceted, with these features at the core:positive relationshipsmeticulous planningskilful orchestration of timestrong subject knowledgeadroit modellingintellectual curiosityfascinating digressionteacher’s personal stories about  learningilluminating questionshumour These key elements bring subjects and skills alive for students in classrooms, and help them remember new facts, figures, ideas and concepts. For example, watch any skilled art, music or design technology lecturer,  – and you see that intuitive understanding of when to intervene, when to back off and when to let go, which characterised Haitink’s approach to working with talented musicians across the world.I’m no expert on what poor conductors do, although this may resonate: less effective teaching falls back on didactic delivery, low expectations of how students should listen to one another, and a sense of drift, with no solid consensus in the room about the purpose of the session.Further, skilled and intelligent practitioners know when to speak, when to listen, when to summarise and when to allow digression. The care and consistency with which they conduct is notable. This springs from years of practice observing others doing things right and doing things badly. In the same way that...]]></itunes:summary><itunes:duration>416</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Maths for all (up to 18) is worth exploring</title><link>https://www.spreaker.com/episode/maths-for-all-up-to-18-is-worth-exploring--55373498</link><description><![CDATA[After the final summer 2023 maths GCSE exam, CENTURY’s Chief Education Officer and former maths teacher, Tom Thacker, reflects on solutions for the Prime Minister’s plan for compulsory maths to 18.In recent weeks, the final maths GCSEs of the summer have been taken. Many 16 year olds up and down the country threw their pens down and said goodbye to their least favourite subject. They left the exam halls excited for a summer of freedom before the step up to post-16 education where, currently, they are allowed autonomy over their subject choices (if they “pass”). Though this may not be the case for long.Prime Minister Rishi Sunak’s plan to make maths compulsory to the age of 18 has been met with mixed feelings. Happy Valley star James Norton, raised concerns that compulsory maths to 18 would have a damaging effect on the take up of arts and humanities subjects. Stephen Follows, a film data analyst, described the policy as both “misguided” and “tone deaf”, before adding that he had not even been asked if he supported the policy before being appointed one of the government’s “maths champions”.Will Maths to 18 disengage students?I disagree that this will damage the arts or disengage students (caveat: if it is implemented well). The government is not legislating, as Norton and many others have assumed, for all pupils to take maths A Level. That could indeed have a negative impact on the take-up rate of other A Levels, as well as a huge increase in the failure rate. In 2022, around 276,000 students took A Levels. About 89,000 students took maths A Level, making it the most popular subject by some distance, almost 15,000 more than the second-most popular (psychology). Around 187,000 A Level students took no maths at all. If each of those students had to take maths as one of their three A Levels instead of their preferred choice, that would mean 187,000 fewer A Levels taken in other subjects. But this policy is for those students to do some maths as well as their three A Levels.Follows argued that by “imposing a blanket requirement that many will resent”, the government “risks stifling the passions and interests of individual students”. However, in education we must have some blanket requirements. Few people argue against our blanket requirement for compulsory maths to age 16. Many other countries with high quality education systems have compulsory maths until 18, including Australia, Canada, France, Germany, Finland, Japan, Norway and the USA. It should be possible to find the time to sharpen everyone’s maths without entirely demoralising them.Broader Curriculum from 16 to 19There has been a building case for a broader curriculum from 16 to 19, too. Last year the Times Education Commission recommended a baccalaureate with a mixture of humanities and STEM subjects – including maths and English. I agree with Follows that the education system “should focus on helping students discover who they are and then provide the necessary support and resources for them to become the best version of that person”. And maths can be part of this. As a former maths teacher, I am naturally, and rationally, biased, but for balance, I also believe English – or at the very least a humanities subject involving analysis and essay-writing – should be compulsory to 18 too.It also goes without saying for those of us who know the FE sector well, but there are a lot more than 89,000 A Level students who already do compulsory maths after 16. These are the students who do not achieve at least a grade 4 in their GCSE. In 2022 there were over 250,000 of these students in England. If roughly a third of students have to continue because they have “failed”, and roughly an eighth of students opt for maths A Level anyway, that leaves us with just over half who do not continue with maths (thirteen twenty-fourths in actuality, but that fraction is unwieldy).This policy is aimed at just over half of the student cohort who achieved between a grade 4 and a 9 in their maths GCSE...]]></description><guid isPermaLink="false">bzMqQQzQ</guid><pubDate>Wed, 28 Jun 2023 08:27:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55373498/msfrpdfhsssvlcgyq50hopfvj4m9trvyvgyx1n7s.mp3" length="4883184" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a/8fd290d7-e9ef-4c04-a4b1-b8b0810b1b9a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>After the final summer 2023 maths GCSE exam, CENTURY’s Chief Education Officer and former maths teacher, Tom Thacker, reflects on solutions for the Prime Minister’s plan for compulsory maths to 18.In recent weeks, the final maths GCSEs of the summer...</itunes:subtitle><itunes:summary><![CDATA[After the final summer 2023 maths GCSE exam, CENTURY’s Chief Education Officer and former maths teacher, Tom Thacker, reflects on solutions for the Prime Minister’s plan for compulsory maths to 18.In recent weeks, the final maths GCSEs of the summer have been taken. Many 16 year olds up and down the country threw their pens down and said goodbye to their least favourite subject. They left the exam halls excited for a summer of freedom before the step up to post-16 education where, currently, they are allowed autonomy over their subject choices (if they “pass”). Though this may not be the case for long.Prime Minister Rishi Sunak’s plan to make maths compulsory to the age of 18 has been met with mixed feelings. Happy Valley star James Norton, raised concerns that compulsory maths to 18 would have a damaging effect on the take up of arts and humanities subjects. Stephen Follows, a film data analyst, described the policy as both “misguided” and “tone deaf”, before adding that he had not even been asked if he supported the policy before being appointed one of the government’s “maths champions”.Will Maths to 18 disengage students?I disagree that this will damage the arts or disengage students (caveat: if it is implemented well). The government is not legislating, as Norton and many others have assumed, for all pupils to take maths A Level. That could indeed have a negative impact on the take-up rate of other A Levels, as well as a huge increase in the failure rate. In 2022, around 276,000 students took A Levels. About 89,000 students took maths A Level, making it the most popular subject by some distance, almost 15,000 more than the second-most popular (psychology). Around 187,000 A Level students took no maths at all. If each of those students had to take maths as one of their three A Levels instead of their preferred choice, that would mean 187,000 fewer A Levels taken in other subjects. But this policy is for those students to do some maths as well as their three A Levels.Follows argued that by “imposing a blanket requirement that many will resent”, the government “risks stifling the passions and interests of individual students”. However, in education we must have some blanket requirements. Few people argue against our blanket requirement for compulsory maths to age 16. Many other countries with high quality education systems have compulsory maths until 18, including Australia, Canada, France, Germany, Finland, Japan, Norway and the USA. It should be possible to find the time to sharpen everyone’s maths without entirely demoralising them.Broader Curriculum from 16 to 19There has been a building case for a broader curriculum from 16 to 19, too. Last year the Times Education Commission recommended a baccalaureate with a mixture of humanities and STEM subjects – including maths and English. I agree with Follows that the education system “should focus on helping students discover who they are and then provide the necessary support and resources for them to become the best version of that person”. And maths can be part of this. As a former maths teacher, I am naturally, and rationally, biased, but for balance, I also believe English – or at the very least a humanities subject involving analysis and essay-writing – should be compulsory to 18 too.It also goes without saying for those of us who know the FE sector well, but there are a lot more than 89,000 A Level students who already do compulsory maths after 16. These are the students who do not achieve at least a grade 4 in their GCSE. In 2022 there were over 250,000 of these students in England. If roughly a third of students have to continue because they have “failed”, and roughly an eighth of students opt for maths A Level anyway, that leaves us with just over half who do not continue with maths (thirteen twenty-fourths in actuality, but that fraction is unwieldy).This policy is aimed at just over half of the student cohort who achieved between a grade 4 and a 9 in their maths...]]></itunes:summary><itunes:duration>814</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Up-skilling North of Tyne residents to access regional job opportunities with Skills Bootcamps</title><link>https://www.spreaker.com/episode/up-skilling-north-of-tyne-residents-to-access-regional-job-opportunities-with-skills-bootcamps--55218257</link><description><![CDATA[In this article the author discusses the benefits of Skills Bootcamps for the local community and economy.Skills Bootcamps provide learners with foundational skills and practical experience to improve their employment prospects. From a regional perspective, they also play a much more strategic role…Skills Bootcamps have been designed to specifically respond to local skills shortages as identified by the North of Tyne Combined Authority (NTCA) in consultation with local employers. These relate not only to where there may have been low skills capacity arising from issues such as the Pandemic, but also to respond to new regional growth sectors and inward investment.Across the NTCA area we are seeing many positive outcomes and hearing compelling stories from individuals who have found meaningful employment after completing the course.What are Skills Bootcamps?Skills Bootcamps are flexible courses of up to 16 weeks and all learners are offered a guaranteed job interview at the end of the course. Courses are directly linked to employer needs and the jobs available in our area, including construction, retail, events management and digital skills.The courses are completely free for anyone aged 19 and over who is looking to find employment, up-skill or change direction. We’ve seen people accessing courses who have been through hard times due to the pandemic (for example, losing their job or business) as well as those who have been trapped in a cycle of long-term unemployment.Skills Bootcamps also offer a different way of learning, which is appealing to learners who prefer more vocational/practical learning experiences over academic ones. For example, Mohammed, 21, from Newcastle was working in the fast-food industry. When he was younger Mohammed found college study difficult as the learning style didn’t suit him.Mohammed said: “I found the college study to be too theory-based, which was tough for me because I learn visually and by doing practical stuff, and I just couldn’t hack it.“But with the Skills Bootcamp course, you do two-three hours of practical work, and then you do theory afterwards, but it worked really well because the theory was directly related to the practical stuff you’d just completed that day. It was all really well lined up and it helped me get my head into the theory because I was actually doing the work first. It’s really helped my confidence in terms of further study too.”Since completing the Skills Bootcamp and attending his guaranteed job interview, Mohammed is now training on the job as an apprentice bricklayer.The numbersOn the Skills Bootcamps that NTCA have funded, 75% of all learners who completed the course went on to enjoy positive outcomes – whether that be through securing employment, up-skilling in their role or starting an apprenticeship. And while some learners were looking for career change or progression, the majority (66%) were unemployed at the time of enrolment. In total, to date, we have seen over 1,500 individuals take part in NTCA funded Skills Bootcamps.How Skills Bootcamps are responding to regional growthIn the North of Tyne area, our strategic aims, inward investment and employer consultation told us that we needed more skills across retail, digital, construction, logistics, green skills and events management. This informed our training provider profile, and a suite of truly responsive courses were subsequently developed.We’re incredibly lucky to have an outstanding portfolio of arts and cultural venues and organisations in the region, and a really engaging programme of events. While the pandemic posed significant challenges to our night-time economy, we are now seeing increased appetite for, and investment in, live events. As such, we were pleased to work with Susan French Events, a local training provider with an engaged network of cultural employers. Skills Bootcamps graduates in this space have gone on to secure work with regionally produced theatre shows and pantomimes, as well as so...]]></description><guid isPermaLink="false">5L3k4kL2</guid><pubDate>Tue, 27 Jun 2023 07:53:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55218257/ij16adjczjpvdslrrjkjxtq0qkanb0c1btry9kg5.mp3" length="1874592" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f98a708c-65d2-4bdb-ae86-bfc63a1b0172/f98a708c-65d2-4bdb-ae86-bfc63a1b0172.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f98a708c-65d2-4bdb-ae86-bfc63a1b0172/f98a708c-65d2-4bdb-ae86-bfc63a1b0172.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f98a708c-65d2-4bdb-ae86-bfc63a1b0172/f98a708c-65d2-4bdb-ae86-bfc63a1b0172.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article the author discusses the benefits of Skills Bootcamps for the local community and economy.Skills Bootcamps provide learners with foundational skills and practical experience to improve their employment prospects. From a regional...</itunes:subtitle><itunes:summary><![CDATA[In this article the author discusses the benefits of Skills Bootcamps for the local community and economy.Skills Bootcamps provide learners with foundational skills and practical experience to improve their employment prospects. From a regional perspective, they also play a much more strategic role…Skills Bootcamps have been designed to specifically respond to local skills shortages as identified by the North of Tyne Combined Authority (NTCA) in consultation with local employers. These relate not only to where there may have been low skills capacity arising from issues such as the Pandemic, but also to respond to new regional growth sectors and inward investment.Across the NTCA area we are seeing many positive outcomes and hearing compelling stories from individuals who have found meaningful employment after completing the course.What are Skills Bootcamps?Skills Bootcamps are flexible courses of up to 16 weeks and all learners are offered a guaranteed job interview at the end of the course. Courses are directly linked to employer needs and the jobs available in our area, including construction, retail, events management and digital skills.The courses are completely free for anyone aged 19 and over who is looking to find employment, up-skill or change direction. We’ve seen people accessing courses who have been through hard times due to the pandemic (for example, losing their job or business) as well as those who have been trapped in a cycle of long-term unemployment.Skills Bootcamps also offer a different way of learning, which is appealing to learners who prefer more vocational/practical learning experiences over academic ones. For example, Mohammed, 21, from Newcastle was working in the fast-food industry. When he was younger Mohammed found college study difficult as the learning style didn’t suit him.Mohammed said: “I found the college study to be too theory-based, which was tough for me because I learn visually and by doing practical stuff, and I just couldn’t hack it.“But with the Skills Bootcamp course, you do two-three hours of practical work, and then you do theory afterwards, but it worked really well because the theory was directly related to the practical stuff you’d just completed that day. It was all really well lined up and it helped me get my head into the theory because I was actually doing the work first. It’s really helped my confidence in terms of further study too.”Since completing the Skills Bootcamp and attending his guaranteed job interview, Mohammed is now training on the job as an apprentice bricklayer.The numbersOn the Skills Bootcamps that NTCA have funded, 75% of all learners who completed the course went on to enjoy positive outcomes – whether that be through securing employment, up-skilling in their role or starting an apprenticeship. And while some learners were looking for career change or progression, the majority (66%) were unemployed at the time of enrolment. In total, to date, we have seen over 1,500 individuals take part in NTCA funded Skills Bootcamps.How Skills Bootcamps are responding to regional growthIn the North of Tyne area, our strategic aims, inward investment and employer consultation told us that we needed more skills across retail, digital, construction, logistics, green skills and events management. This informed our training provider profile, and a suite of truly responsive courses were subsequently developed.We’re incredibly lucky to have an outstanding portfolio of arts and cultural venues and organisations in the region, and a really engaging programme of events. While the pandemic posed significant challenges to our night-time economy, we are now seeing increased appetite for, and investment in, live events. As such, we were pleased to work with Susan French Events, a local training provider with an engaged network of cultural employers. Skills Bootcamps graduates in this space have gone on to secure work with regionally produced theatre shows and pantomimes, as well...]]></itunes:summary><itunes:duration>313</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Inequality in higher education is becoming entrenched</title><link>https://www.spreaker.com/episode/inequality-in-higher-education-is-becoming-entrenched--55065982</link><guid isPermaLink="false">https://api.spreaker.com/episode/55065982</guid><pubDate>Mon, 26 Jun 2023 09:32:28 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55065982/gmuowa1tcgmyvozr6bjtpb2skjwkycpufx4zcmdt.mp3" length="2254608" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2238ed13-9299-477f-85a3-9f24e8959aad/2238ed13-9299-477f-85a3-9f24e8959aad.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2238ed13-9299-477f-85a3-9f24e8959aad/2238ed13-9299-477f-85a3-9f24e8959aad.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2238ed13-9299-477f-85a3-9f24e8959aad/2238ed13-9299-477f-85a3-9f24e8959aad.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:duration>376</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why IT Managers in Further Education need to stop thinking they should be Superhuman</title><link>https://www.spreaker.com/episode/why-it-managers-in-further-education-need-to-stop-thinking-they-should-be-superhuman--55065468</link><guid isPermaLink="false">https://api.spreaker.com/episode/55065468</guid><pubDate>Mon, 26 Jun 2023 09:29:09 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55065468/qnj8dg4pb81zoxvyuqgoxbilyukr0y1bxn5wl7xf.mp3" length="2429568" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c904e8d5-b67d-42a7-973c-92fad406c549/c904e8d5-b67d-42a7-973c-92fad406c549.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c904e8d5-b67d-42a7-973c-92fad406c549/c904e8d5-b67d-42a7-973c-92fad406c549.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c904e8d5-b67d-42a7-973c-92fad406c549/c904e8d5-b67d-42a7-973c-92fad406c549.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:duration>405</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Inequality in higher education is becoming entrenched</title><link>https://www.spreaker.com/episode/inequality-in-higher-education-is-becoming-entrenched--55066175</link><description><![CDATA[Key findings of HEPI’s Student Academic Experience Survey in 2023: – more students are struggling with the cost of living and feel lonely – student wellbeing has improved but remains worse than the rest of the population HEPI’s first-ever Student Academic Experience SurveyWhat were you doing in 2006? Studying, working, in the same job as now, recovering, looking after someone, perhaps not-yet-born? That’s the year that the Higher Education Policy Institute (HEPI) ran its first-ever Student Academic Experience Survey (SAES), hot on the heels of the first ever National Student Survey (NSS) in 2005. The NSS differs from the SAES in that it surveys only higher education students in their final year of an undergraduate degree or other course whereas the SAES takes account of the views of students from all years of undergraduate and relevant courses.While there is some overlap, the NSS, as its title suggests, is more about levels of satisfaction with what a university or college has provided whereas the SAES is more focused on the academic experience students are having, asking questions about the number of assignments students complete, perceptions about how long it takes academics to mark these assignments, student wellbeing and access to support services, and student perceptions of value for money.  There are of course many more surveys and reviews conducted by higher education providers themselves and also by other organizations, for example Advance HE, with whom HEPI partners on the SAES, and who themselves run student engagement surveys especially for post-graduate courses. Taken together, the student surveys provide valuable data for staff and students alike, helping organizations make improvements to their courses, supporting prospective students in choosing where to go to study and furnishing policy-makers with evidence for their broader decision-making.  Worrying statisticsNow in its seventeenth year, many of the questions have stayed the same throughout, enabling analysis of longitudinal trends. New questions are introduced from time to time to reflect current thinking. Student wellbeing questions, for example, were first introduced in 2014, and there is some good news on this theme in the 2023 results: after a nationwide slump during the pandemic years, student wellbeing scores have risen this year, but they do remain stubbornly lower than for the general population, so still an area of concern.Another worrying statistic this year is that one quarter of all students feel lonely most of the time and that those studying for qualifications like Higher National Diplomas or Certificates, foundation degrees and apprenticeships feel lonelier than those completing bachelor or integrated masters’ degrees.  It will come as no surprise that fewer and fewer students – 42% this year compared with 53% last year and 58% two years ago – say that their maintenance loan or grant covers most of their living costs as loans and grants fail to keep up with inflation. This year, 14% of students stated that paid employment is their main source of funds. The data show that it is students from less affluent backgrounds who are most adversely affected by the rising cost-of-living and that non-binary students, and female students to a lesser but still significant extent, LGB+ and disabled students also rely disproportionately on maintenance loans as their main source of funds for their time at college.Affects of the cost of living crisis for studentsWhile many students are working more hours to cope with the rise in the cost of living, 7% of care-experienced students state that their living costs are mostly funded by bank loans compared with 3% of the whole population. The only silver lining here is that 18% of care-experienced students state that their living costs are mostly covered by scholarships, positive testimony for the organizations that have done stirling work in this area.  Relating cost-of-living to academic studies, three quarters of s...]]></description><guid isPermaLink="false">BzNdBpxK</guid><pubDate>Mon, 26 Jun 2023 08:35:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55066175/gmuowa1tcgmyvozr6bjtpb2skjwkycpufx4zcmdt.mp3" length="2254608" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2c3bb74-daa0-440b-b5b4-bec098642f7f/e2c3bb74-daa0-440b-b5b4-bec098642f7f.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2c3bb74-daa0-440b-b5b4-bec098642f7f/e2c3bb74-daa0-440b-b5b4-bec098642f7f.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e2c3bb74-daa0-440b-b5b4-bec098642f7f/e2c3bb74-daa0-440b-b5b4-bec098642f7f.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Key findings of HEPI’s Student Academic Experience Survey in 2023: – more students are struggling with the cost of living and feel lonely – student wellbeing has improved but remains worse than the rest of the population HEPI’s first-ever Student...</itunes:subtitle><itunes:summary><![CDATA[Key findings of HEPI’s Student Academic Experience Survey in 2023: – more students are struggling with the cost of living and feel lonely – student wellbeing has improved but remains worse than the rest of the population HEPI’s first-ever Student Academic Experience SurveyWhat were you doing in 2006? Studying, working, in the same job as now, recovering, looking after someone, perhaps not-yet-born? That’s the year that the Higher Education Policy Institute (HEPI) ran its first-ever Student Academic Experience Survey (SAES), hot on the heels of the first ever National Student Survey (NSS) in 2005. The NSS differs from the SAES in that it surveys only higher education students in their final year of an undergraduate degree or other course whereas the SAES takes account of the views of students from all years of undergraduate and relevant courses.While there is some overlap, the NSS, as its title suggests, is more about levels of satisfaction with what a university or college has provided whereas the SAES is more focused on the academic experience students are having, asking questions about the number of assignments students complete, perceptions about how long it takes academics to mark these assignments, student wellbeing and access to support services, and student perceptions of value for money.  There are of course many more surveys and reviews conducted by higher education providers themselves and also by other organizations, for example Advance HE, with whom HEPI partners on the SAES, and who themselves run student engagement surveys especially for post-graduate courses. Taken together, the student surveys provide valuable data for staff and students alike, helping organizations make improvements to their courses, supporting prospective students in choosing where to go to study and furnishing policy-makers with evidence for their broader decision-making.  Worrying statisticsNow in its seventeenth year, many of the questions have stayed the same throughout, enabling analysis of longitudinal trends. New questions are introduced from time to time to reflect current thinking. Student wellbeing questions, for example, were first introduced in 2014, and there is some good news on this theme in the 2023 results: after a nationwide slump during the pandemic years, student wellbeing scores have risen this year, but they do remain stubbornly lower than for the general population, so still an area of concern.Another worrying statistic this year is that one quarter of all students feel lonely most of the time and that those studying for qualifications like Higher National Diplomas or Certificates, foundation degrees and apprenticeships feel lonelier than those completing bachelor or integrated masters’ degrees.  It will come as no surprise that fewer and fewer students – 42% this year compared with 53% last year and 58% two years ago – say that their maintenance loan or grant covers most of their living costs as loans and grants fail to keep up with inflation. This year, 14% of students stated that paid employment is their main source of funds. The data show that it is students from less affluent backgrounds who are most adversely affected by the rising cost-of-living and that non-binary students, and female students to a lesser but still significant extent, LGB+ and disabled students also rely disproportionately on maintenance loans as their main source of funds for their time at college.Affects of the cost of living crisis for studentsWhile many students are working more hours to cope with the rise in the cost of living, 7% of care-experienced students state that their living costs are mostly funded by bank loans compared with 3% of the whole population. The only silver lining here is that 18% of care-experienced students state that their living costs are mostly covered by scholarships, positive testimony for the organizations that have done stirling work in this area.  Relating cost-of-living to academic studies, three quarters...]]></itunes:summary><itunes:duration>376</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why IT Managers in Further Education need to stop thinking they should be Superhuman</title><link>https://www.spreaker.com/episode/why-it-managers-in-further-education-need-to-stop-thinking-they-should-be-superhuman--55066173</link><description><![CDATA[In this feature, Jamie Wilson explores how IT managers can’t be experts in every aspect of IT, and how collaboration can ensure their success in today’s fast-paced and ever-evolving tech landscape.The further education sector is undergoing a revolution. Digital platforms are becoming increasingly integrated into the student learning environment, and IT managers are under immense pressure to keep up.IT teams are responsible for ensuring connectivity and collaboration for the entire institution as well as providing academic and personal support for students. However, with the rate of digital adoption and fast-paced advances in technology, it is not feasible for IT managers to have a comprehensive knowledge of everything.IT specialists may have a broad understanding of technology and be experts in their field, but that does not mean they know – or can deliver – everything required for IT across an entire educational institution. For example, specialist sports suites need in-depth smart technology to monitor movement and energy burned and spot potential medical weaknesses in study patients. However, this is a very different set of technology to an interactive lecture theatre that can incorporate sound, lighting, visuals, and even log attendance. And this is different again to high-end gaming PCs for e-sports.IT managers with in-depth knowledge of one area cannot be expected to have the same level of expertise in a different specialist sector. By definition, educational campuses are a hive of learning and development across a broad range of areas. Just as lecturers in one discipline would not be expected to deliver teaching in another adjacent field, the same is true for IT managers.To avoid burnout and acknowledge these limitations, IT managers working in an educational institution must accept that limited resources and budgets constrain them and that there are a finite number of IT specialists. This acknowledgement can change the mindset and enable IT managers to focus on broader objectives instead of the day-to-day minutiae. The vital role of Lifelong LearningContinuous Professional Development (CPD) is essential in all disciplines, but especially critical for IT managers. The IT industry constantly evolves, with new technologies and trends always emerging. To stay ahead of the curve, IT managers must become lifelong learners.This doesn’t mean IT managers need to be experts in every new technology. However, they need to be familiar with the latest trends and developments in the industry. They also need to be able to learn new things quickly and adapt to change.Professors and lecturers of IT and technology need to keep abreast of the latest developments continuously, so why would an IT manager be any different? Specialisms or applications they worked with two or three years ago are likely to have been improved or updated and the onus is on specialists to continually update their skillset and knowledge base to avoid being left behind. By staying up to date with the latest advancements, they can anticipate potential challenges ahead and drive innovation within their organisations.The Power of Asking for HelpIT managers often bear the weight of complex problems on their shoulders. However, acknowledging the power of external support networks can significantly enhance their ability to overcome challenges and help ensure they keep up-to-date with developments that will improve their own practice. Once IT managers have recognised the immense pressure they put themselves under to manage and deliver in all areas, they can then review and address the most pressing issues that require their attention or a specific skill set that the IT manager can identify and outsource.IT managers in further education will lead major projects more effectively by taking a collaborative approach. This means seeking the assistance or expert knowledge of others, rather than trying to do everything themselves. By working with external specialists, IT managers...]]></description><guid isPermaLink="false">ozWE7Xx5</guid><pubDate>Mon, 26 Jun 2023 08:32:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/55066173/qnj8dg4pb81zoxvyuqgoxbilyukr0y1bxn5wl7xf.mp3" length="2429568" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e67ffb78-0ad8-4515-a975-37b6acdfd2ba/e67ffb78-0ad8-4515-a975-37b6acdfd2ba.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e67ffb78-0ad8-4515-a975-37b6acdfd2ba/e67ffb78-0ad8-4515-a975-37b6acdfd2ba.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e67ffb78-0ad8-4515-a975-37b6acdfd2ba/e67ffb78-0ad8-4515-a975-37b6acdfd2ba.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this feature, Jamie Wilson explores how IT managers can’t be experts in every aspect of IT, and how collaboration can ensure their success in today’s fast-paced and ever-evolving tech landscape.The further education sector is undergoing a...</itunes:subtitle><itunes:summary><![CDATA[In this feature, Jamie Wilson explores how IT managers can’t be experts in every aspect of IT, and how collaboration can ensure their success in today’s fast-paced and ever-evolving tech landscape.The further education sector is undergoing a revolution. Digital platforms are becoming increasingly integrated into the student learning environment, and IT managers are under immense pressure to keep up.IT teams are responsible for ensuring connectivity and collaboration for the entire institution as well as providing academic and personal support for students. However, with the rate of digital adoption and fast-paced advances in technology, it is not feasible for IT managers to have a comprehensive knowledge of everything.IT specialists may have a broad understanding of technology and be experts in their field, but that does not mean they know – or can deliver – everything required for IT across an entire educational institution. For example, specialist sports suites need in-depth smart technology to monitor movement and energy burned and spot potential medical weaknesses in study patients. However, this is a very different set of technology to an interactive lecture theatre that can incorporate sound, lighting, visuals, and even log attendance. And this is different again to high-end gaming PCs for e-sports.IT managers with in-depth knowledge of one area cannot be expected to have the same level of expertise in a different specialist sector. By definition, educational campuses are a hive of learning and development across a broad range of areas. Just as lecturers in one discipline would not be expected to deliver teaching in another adjacent field, the same is true for IT managers.To avoid burnout and acknowledge these limitations, IT managers working in an educational institution must accept that limited resources and budgets constrain them and that there are a finite number of IT specialists. This acknowledgement can change the mindset and enable IT managers to focus on broader objectives instead of the day-to-day minutiae. The vital role of Lifelong LearningContinuous Professional Development (CPD) is essential in all disciplines, but especially critical for IT managers. The IT industry constantly evolves, with new technologies and trends always emerging. To stay ahead of the curve, IT managers must become lifelong learners.This doesn’t mean IT managers need to be experts in every new technology. However, they need to be familiar with the latest trends and developments in the industry. They also need to be able to learn new things quickly and adapt to change.Professors and lecturers of IT and technology need to keep abreast of the latest developments continuously, so why would an IT manager be any different? Specialisms or applications they worked with two or three years ago are likely to have been improved or updated and the onus is on specialists to continually update their skillset and knowledge base to avoid being left behind. By staying up to date with the latest advancements, they can anticipate potential challenges ahead and drive innovation within their organisations.The Power of Asking for HelpIT managers often bear the weight of complex problems on their shoulders. However, acknowledging the power of external support networks can significantly enhance their ability to overcome challenges and help ensure they keep up-to-date with developments that will improve their own practice. Once IT managers have recognised the immense pressure they put themselves under to manage and deliver in all areas, they can then review and address the most pressing issues that require their attention or a specific skill set that the IT manager can identify and outsource.IT managers in further education will lead major projects more effectively by taking a collaborative approach. This means seeking the assistance or expert knowledge of others, rather than trying to do everything themselves. By working with external specialists, IT...]]></itunes:summary><itunes:duration>405</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8908eeb206e106ba7b4f85a4cc1129e5.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Role of Education in Closing the Skills Gap</title><link>https://www.spreaker.com/episode/the-role-of-education-in-closing-the-skills-gap--54835050</link><description><![CDATA[The Role of Education in Closing the Skills GapThe digital skills gap has been, is, and will continue to be a prominent issue unless action is taken to upskill our digital workforce. The first step of the solution begins at an educational level before transitioning into education opportunities in the workplace.As technology continues to advance with the rise of tools such as automation and industries becoming more specialised, there is a growing disparity between the skills employers require and those possessed by the workforce. Closing the  skills gap  has become a pressing issue in today’s fast-paced world and education has a key role to play.Organisations must embrace the rapid pace of technological advancements to remain competitive and drive growth, from artificial intelligence to streamline repetitive manual tasks to innovative software-as-a-service MarTech solutions to build brand awareness. Being able to equip teams with the skills and knowledge needed to navigate the ever-changing landscape is an area that businesses need to address.Education, both formal and informal, becomes the catalyst for fostering a culture of continuous learning and adaptation. Exploring the importance of embracing technology, investing in innovation, staying updated with trends, upskilling employees, and inspiring the next generation of innovators is key to closing the digital skills gap.In the field of marketing particularly, there is a strong need for educational growth around learning the skills needed to support individuals with the use of marketing technology. These foundational digital skills typically begin at an educational level.EMBRACING THE PACE OF TECHNOLOGICAL ADVANCEMENTSTo gain a competitive advantage, organisations must embrace the rapid pace of technological advancements and equip their teams with the skills to navigate and maximise tools such as  AI  . Education serves as the catalyst for fostering a culture of continuous learning and adaptation, whether it’s in schools and universities or the workplace.One area that businesses should assess themselves on is the gap between education and entry-level roles to ensure staff development continues in the workplace at a rate that supports new employees.In marketing, staying ahead requires individuals who can unleash creativity and strategic thinking to effectively reach target audiences. Education provides aspiring marketers with the tools and knowledge to excel in their roles.By integrating the latest technological advancements into marketing curricula, educational institutions empower individuals to embrace new technologies and stay at the forefront of the field. This ensures that marketing professionals have the skills to bridge the gap and drive innovation in the industry, even when starting out in entry-level roles.INVESTMENT AS THE BREEDING GROUND FOR INNOVATIONInvestment plays a crucial role in fostering innovation. Organisations that allocate resources toward research and development, create an ecosystem that encourages experimentation, ideation, and disruptive thinking. Education plays a key role in equipping individuals with the mindset and skills needed to drive innovation forward.In the technology field, education becomes the breeding ground for future technological pioneers. By incorporating practical experiences and industry collaborations into educational programs, students are encouraged to explore emerging technologies and push the boundaries of what is possible.Through investment in technological education, organisations can create a talent pool of individuals well-equipped to address the skills gap in the technology sector. This, in turn, helps optimise business processes and drive efficiencies through a workforce that understands how to maximise the use of technology to their advantage.STAYING UP TO DATE WITH THE LATEST TRENDS: THE POWER OF LIFELONG LEARNINGStaying informed about the latest trends and industry shifts is essential in marketing and technology. Edu...]]></description><guid isPermaLink="false">MLdQPnxg</guid><pubDate>Fri, 23 Jun 2023 08:33:18 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54835050/dxtfx3s5v9tsoksddoifcmhompavxobckng84m62.mp3" length="2617488" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14d14547-6911-4bf1-b1db-b2b2bf8e3771/14d14547-6911-4bf1-b1db-b2b2bf8e3771.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14d14547-6911-4bf1-b1db-b2b2bf8e3771/14d14547-6911-4bf1-b1db-b2b2bf8e3771.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/14d14547-6911-4bf1-b1db-b2b2bf8e3771/14d14547-6911-4bf1-b1db-b2b2bf8e3771.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Role of Education in Closing the Skills GapThe digital skills gap has been, is, and will continue to be a prominent issue unless action is taken to upskill our digital workforce. The first step of the solution begins at an educational level before...</itunes:subtitle><itunes:summary><![CDATA[The Role of Education in Closing the Skills GapThe digital skills gap has been, is, and will continue to be a prominent issue unless action is taken to upskill our digital workforce. The first step of the solution begins at an educational level before transitioning into education opportunities in the workplace.As technology continues to advance with the rise of tools such as automation and industries becoming more specialised, there is a growing disparity between the skills employers require and those possessed by the workforce. Closing the  skills gap  has become a pressing issue in today’s fast-paced world and education has a key role to play.Organisations must embrace the rapid pace of technological advancements to remain competitive and drive growth, from artificial intelligence to streamline repetitive manual tasks to innovative software-as-a-service MarTech solutions to build brand awareness. Being able to equip teams with the skills and knowledge needed to navigate the ever-changing landscape is an area that businesses need to address.Education, both formal and informal, becomes the catalyst for fostering a culture of continuous learning and adaptation. Exploring the importance of embracing technology, investing in innovation, staying updated with trends, upskilling employees, and inspiring the next generation of innovators is key to closing the digital skills gap.In the field of marketing particularly, there is a strong need for educational growth around learning the skills needed to support individuals with the use of marketing technology. These foundational digital skills typically begin at an educational level.EMBRACING THE PACE OF TECHNOLOGICAL ADVANCEMENTSTo gain a competitive advantage, organisations must embrace the rapid pace of technological advancements and equip their teams with the skills to navigate and maximise tools such as  AI  . Education serves as the catalyst for fostering a culture of continuous learning and adaptation, whether it’s in schools and universities or the workplace.One area that businesses should assess themselves on is the gap between education and entry-level roles to ensure staff development continues in the workplace at a rate that supports new employees.In marketing, staying ahead requires individuals who can unleash creativity and strategic thinking to effectively reach target audiences. Education provides aspiring marketers with the tools and knowledge to excel in their roles.By integrating the latest technological advancements into marketing curricula, educational institutions empower individuals to embrace new technologies and stay at the forefront of the field. This ensures that marketing professionals have the skills to bridge the gap and drive innovation in the industry, even when starting out in entry-level roles.INVESTMENT AS THE BREEDING GROUND FOR INNOVATIONInvestment plays a crucial role in fostering innovation. Organisations that allocate resources toward research and development, create an ecosystem that encourages experimentation, ideation, and disruptive thinking. Education plays a key role in equipping individuals with the mindset and skills needed to drive innovation forward.In the technology field, education becomes the breeding ground for future technological pioneers. By incorporating practical experiences and industry collaborations into educational programs, students are encouraged to explore emerging technologies and push the boundaries of what is possible.Through investment in technological education, organisations can create a talent pool of individuals well-equipped to address the skills gap in the technology sector. This, in turn, helps optimise business processes and drive efficiencies through a workforce that understands how to maximise the use of technology to their advantage.STAYING UP TO DATE WITH THE LATEST TRENDS: THE POWER OF LIFELONG LEARNINGStaying informed about the latest trends and industry shifts is essential in marketing and technology....]]></itunes:summary><itunes:duration>437</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>We will create a simpler and better skills training system that works for everyone</title><link>https://www.spreaker.com/episode/we-will-create-a-simpler-and-better-skills-training-system-that-works-for-everyone--54740984</link><description><![CDATA[We will create a simpler and better skills training system that works for everyoneJennifer Coupland talks about IfATE’s plans, set out in their new  Simpler Skills System report  , to take employer-led skills training to the next level so it engages with the disengaged and supports businesses and people from all backgrounds to maximise their potential.Our country faces big challenges. A simpler, world-class skills training system can and will do a lot to help solve them.The cost-of-living crisis is still making life tough for working people, and the public and private sectors are finding it hard to source the right skills to recover and thrive.AI is evolving quicker than the government can write white papers about it… and we need a workforce ready to capitalise on green technologies in the global transition to net zero.It’s all putting a premium on businesses nurturing and growing their own talent.WE NEED A SUPERB SKILLS SYSTEMThey need a superb skills system to do that and we have made great strides towards achieving this through a decade of employer-led reforms.Engaged businesses now agree that the quality of apprenticeships and technical education is better than ever before – because employers shape it to match their skills needs. This, in turn, benefits learners who can feel confident they are learning what businesses really need and value.But the challenge is with the disengaged. Most employers still don’t employ apprentices or trust and use wider skills training to fill their skills gaps. Many businesses and learners also still find it too difficult to find and sign up for the right courses.IfATE’s new Simpler Skills System report sets out how we plan to build from the quality gains so far to make sure everyone sees the benefits.THE BIG CONVERSATIONThe background to all this is the Big Conversation we ran last year with over 2,000 employers and skills users.The idea was to get a better understanding of the barriers faced in accessing skills training, and how we could encourage the step change in productivity and social mobility that we all know apprenticeships and technical qualifications could achieve.Respondents told us loud and clear that the skills system is still too complex. And too many disengaged businesses remain unconvinced that what’s on offer is universally high quality.Our plan addresses all that. At its heart is our commitment to maintain a stable base of employer-made standards, informed by big data, employer intelligence and local conditions. This means upholding quality to foster long-term public confidence, streamlining what’s on offer and how employers shape that, and making sure that flexible training can be developed rapidly to meet fast-changing needs.Our occupational maps must also form the basis of simpler and better skills guidance across schools, colleges and everyone else involved with helping people make the right choices. These maps have been updated so they’re easy to use on mobile phones and tablets and now provide up to date workforce and career-planning information, including salaries and green jobs. The data and digital architecture is freely available for partners including UCAS to use, so wherever users get their information, it should be up to date, consistent, and easy to engage with.IfATE has further committed to capitalising on our oversight role, so we unite with partners across the system to ensure coherence, strengthen quality, and improve outcomes.And we know that when businesses are aware that apprenticeships and technical qualifications were created by employers, they have more confidence and are more likely to participate in the skills system. 90% believe that employer involvement leads to more valuable qualifications for the workforce.EMPLOYERS ARE AT THE HEART OF TECHNICAL EDUCATIONThat’s why we have committed, through the report, to making it much clearer that employers are at the heart of technical education. This will help raise awareness, participation, and flip skills...]]></description><guid isPermaLink="false">VLeWj39G</guid><pubDate>Thu, 22 Jun 2023 07:32:45 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54740984/oza5f5twcwwxkk7ruaqgxnlcgiax2hzm4yfilnog.mp3" length="2926656" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5dbc712-247b-45ba-89f3-5d32b8e2658e/c5dbc712-247b-45ba-89f3-5d32b8e2658e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5dbc712-247b-45ba-89f3-5d32b8e2658e/c5dbc712-247b-45ba-89f3-5d32b8e2658e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5dbc712-247b-45ba-89f3-5d32b8e2658e/c5dbc712-247b-45ba-89f3-5d32b8e2658e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>We will create a simpler and better skills training system that works for everyoneJennifer Coupland talks about IfATE’s plans, set out in their new  Simpler Skills System report  , to take employer-led skills training to the next level so it engages...</itunes:subtitle><itunes:summary><![CDATA[We will create a simpler and better skills training system that works for everyoneJennifer Coupland talks about IfATE’s plans, set out in their new  Simpler Skills System report  , to take employer-led skills training to the next level so it engages with the disengaged and supports businesses and people from all backgrounds to maximise their potential.Our country faces big challenges. A simpler, world-class skills training system can and will do a lot to help solve them.The cost-of-living crisis is still making life tough for working people, and the public and private sectors are finding it hard to source the right skills to recover and thrive.AI is evolving quicker than the government can write white papers about it… and we need a workforce ready to capitalise on green technologies in the global transition to net zero.It’s all putting a premium on businesses nurturing and growing their own talent.WE NEED A SUPERB SKILLS SYSTEMThey need a superb skills system to do that and we have made great strides towards achieving this through a decade of employer-led reforms.Engaged businesses now agree that the quality of apprenticeships and technical education is better than ever before – because employers shape it to match their skills needs. This, in turn, benefits learners who can feel confident they are learning what businesses really need and value.But the challenge is with the disengaged. Most employers still don’t employ apprentices or trust and use wider skills training to fill their skills gaps. Many businesses and learners also still find it too difficult to find and sign up for the right courses.IfATE’s new Simpler Skills System report sets out how we plan to build from the quality gains so far to make sure everyone sees the benefits.THE BIG CONVERSATIONThe background to all this is the Big Conversation we ran last year with over 2,000 employers and skills users.The idea was to get a better understanding of the barriers faced in accessing skills training, and how we could encourage the step change in productivity and social mobility that we all know apprenticeships and technical qualifications could achieve.Respondents told us loud and clear that the skills system is still too complex. And too many disengaged businesses remain unconvinced that what’s on offer is universally high quality.Our plan addresses all that. At its heart is our commitment to maintain a stable base of employer-made standards, informed by big data, employer intelligence and local conditions. This means upholding quality to foster long-term public confidence, streamlining what’s on offer and how employers shape that, and making sure that flexible training can be developed rapidly to meet fast-changing needs.Our occupational maps must also form the basis of simpler and better skills guidance across schools, colleges and everyone else involved with helping people make the right choices. These maps have been updated so they’re easy to use on mobile phones and tablets and now provide up to date workforce and career-planning information, including salaries and green jobs. The data and digital architecture is freely available for partners including UCAS to use, so wherever users get their information, it should be up to date, consistent, and easy to engage with.IfATE has further committed to capitalising on our oversight role, so we unite with partners across the system to ensure coherence, strengthen quality, and improve outcomes.And we know that when businesses are aware that apprenticeships and technical qualifications were created by employers, they have more confidence and are more likely to participate in the skills system. 90% believe that employer involvement leads to more valuable qualifications for the workforce.EMPLOYERS ARE AT THE HEART OF TECHNICAL EDUCATIONThat’s why we have committed, through the report, to making it much clearer that employers are at the heart of technical education. This will help raise awareness, participation, and flip...]]></itunes:summary><itunes:duration>488</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8a32c748a4761575f9bb4180b0b60a6f.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can HR play a key role in achieving net zero?</title><link>https://www.spreaker.com/episode/how-can-hr-play-a-key-role-in-achieving-net-zero--54743506</link><description><![CDATA[How can HR play a key role in achieving net zero?In this piece Neil Finegan, Training &amp; Management expert, highlights the importance of incorporating environmental sustainability into performance management, strategy and workforce planning, emphasizing core values, and implementing net zero recruitment practices. These steps can motivate employees, influence business decisions, attract high-level candidates, and create a culture of sustainability within organizations.WITH MANY BUSINESSES HOPING TO ACHIEVE NET ZERO, HOW CAN HR PROFESSIONALS HELP BUSINESSES REDUCE THEIR CARBON FOOTPRINT?It is estimated that  businesses contributed 17% of the greenhouse gas emissions in the UK in 2019  . From individual objectives to wider environmental strategies it is now more apparent that organisations are keen to find actionable ways to reduce their impact on the planet.While wider company policies can be hard to influence, there is a place for everyone in an organisation to make an impact no matter how big or small. So, how can HR professionals play a role in helping employers take steps to reduce their carbon footprint?Here are four simple ways for HR professionals to embrace their employers’ net zero goals by championing cultural change, through strategic planning and eco-conscious recruitment.PERFORMANCE MANAGEMENTPerformance management serves as a valuable tool for motivating employees to actively contribute to energy conservation and emission reduction efforts. By incorporating competency frameworks and aligning individual objectives with the organisation’s environmental strategy, HR professionals can emphasise the important role each person plays in supporting sustainability goals.This approach fosters a sense of purpose and empowers employees to make a positive impact on the environment through their daily actions. Together, we can work towards a greener future.STRATEGY AND WORKFORCE PLANNINGHR professionals have the power to shape and guide discussions on the workforce implications of investing in environmentally friendly technology.Take, for instance, the housing sector, where the introduction of heat pumps can make a significant impact on reducing carbon emissions. However, there is a challenge in training enough engineers to install these systems. To address this, employers in the sector need to engage in strategic workforce planning. This involves identifying future skills gaps and shortages and working with local education providers to develop the necessary skills.Workforce planning is a valuable tool for HR leaders across all sectors to influence business decisions toward achieving carbon neutrality. By conducting a PESTLE analysis, considering the political, environmental, technological, legal, and social context, HR can assess the current and future workforce skill requirements in light of changes in the business strategy or model. This proactive approach ensures organisations are prepared for the transition to a sustainable future.EMPHASISE CORE VALUESAccording to a  2021 study  , 88% of employees believe that sustainable practices should be a standard business practice. In today’s world, employees, potential hires, customers, and investors are increasingly drawn to companies that prioritise climate action.People professionals have the opportunity to inspire organisations to incorporate a strong commitment to environmental sustainability within their core values.Values serve as a fundamental reference for establishing the principles that shape organisational culture. It is crucial that these values are not only stated but also embodied and exemplified throughout the organisation, starting from the top. When values are integrated into everyday actions, they can influence long-term strategies and drive investment decisions that align with sustainability goals.NET ZERO RECRUITMENTCiting your organisation’s commitment to climate action in job advertisements or during interviews can have a positive impact on attracting and m...]]></description><guid isPermaLink="false">VxGMW7zW</guid><pubDate>Thu, 22 Jun 2023 06:35:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54743506/1tjm1msephukegoq6x5k5xzxnkodqzwa0mcfgsut.mp3" length="1821024" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a00dbf2-c103-41e4-bca0-af9736656ed1/7a00dbf2-c103-41e4-bca0-af9736656ed1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a00dbf2-c103-41e4-bca0-af9736656ed1/7a00dbf2-c103-41e4-bca0-af9736656ed1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7a00dbf2-c103-41e4-bca0-af9736656ed1/7a00dbf2-c103-41e4-bca0-af9736656ed1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How can HR play a key role in achieving net zero?In this piece Neil Finegan, Training &amp;amp; Management expert, highlights the importance of incorporating environmental sustainability into performance management, strategy and workforce planning,...</itunes:subtitle><itunes:summary><![CDATA[How can HR play a key role in achieving net zero?In this piece Neil Finegan, Training &amp; Management expert, highlights the importance of incorporating environmental sustainability into performance management, strategy and workforce planning, emphasizing core values, and implementing net zero recruitment practices. These steps can motivate employees, influence business decisions, attract high-level candidates, and create a culture of sustainability within organizations.WITH MANY BUSINESSES HOPING TO ACHIEVE NET ZERO, HOW CAN HR PROFESSIONALS HELP BUSINESSES REDUCE THEIR CARBON FOOTPRINT?It is estimated that  businesses contributed 17% of the greenhouse gas emissions in the UK in 2019  . From individual objectives to wider environmental strategies it is now more apparent that organisations are keen to find actionable ways to reduce their impact on the planet.While wider company policies can be hard to influence, there is a place for everyone in an organisation to make an impact no matter how big or small. So, how can HR professionals play a role in helping employers take steps to reduce their carbon footprint?Here are four simple ways for HR professionals to embrace their employers’ net zero goals by championing cultural change, through strategic planning and eco-conscious recruitment.PERFORMANCE MANAGEMENTPerformance management serves as a valuable tool for motivating employees to actively contribute to energy conservation and emission reduction efforts. By incorporating competency frameworks and aligning individual objectives with the organisation’s environmental strategy, HR professionals can emphasise the important role each person plays in supporting sustainability goals.This approach fosters a sense of purpose and empowers employees to make a positive impact on the environment through their daily actions. Together, we can work towards a greener future.STRATEGY AND WORKFORCE PLANNINGHR professionals have the power to shape and guide discussions on the workforce implications of investing in environmentally friendly technology.Take, for instance, the housing sector, where the introduction of heat pumps can make a significant impact on reducing carbon emissions. However, there is a challenge in training enough engineers to install these systems. To address this, employers in the sector need to engage in strategic workforce planning. This involves identifying future skills gaps and shortages and working with local education providers to develop the necessary skills.Workforce planning is a valuable tool for HR leaders across all sectors to influence business decisions toward achieving carbon neutrality. By conducting a PESTLE analysis, considering the political, environmental, technological, legal, and social context, HR can assess the current and future workforce skill requirements in light of changes in the business strategy or model. This proactive approach ensures organisations are prepared for the transition to a sustainable future.EMPHASISE CORE VALUESAccording to a  2021 study  , 88% of employees believe that sustainable practices should be a standard business practice. In today’s world, employees, potential hires, customers, and investors are increasingly drawn to companies that prioritise climate action.People professionals have the opportunity to inspire organisations to incorporate a strong commitment to environmental sustainability within their core values.Values serve as a fundamental reference for establishing the principles that shape organisational culture. It is crucial that these values are not only stated but also embodied and exemplified throughout the organisation, starting from the top. When values are integrated into everyday actions, they can influence long-term strategies and drive investment decisions that align with sustainability goals.NET ZERO RECRUITMENTCiting your organisation’s commitment to climate action in job advertisements or during interviews can have a positive impact on attracting...]]></itunes:summary><itunes:duration>304</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/8a32c748a4761575f9bb4180b0b60a6f.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Boosting the UK economy requires an education system that prioritises financial literacy,</title><link>https://www.spreaker.com/episode/boosting-the-uk-economy-requires-an-education-system-that-prioritises-financial-literacy--54561725</link><description><![CDATA[Boosting the UK economy requires an education system that prioritises financial literacy, not just mathsGoHenry’s Louise Hill discusses the financial literacy gap. From why financial education should be a standalone subject from primary school age, to why collaboration between employers and Government is needed to improve the nation’s financial wellness.We all need to know basic maths, whether that’s using addition when checking a supermarket receipt, or division when splitting the bill at a restaurant. Numeracy is of course a key life skill but when comparing how much of what we learnt at school (long division, anyone?) to what we use as adults, it feels amiss that financial literacy isn’t being promoted by the Prime Minister in the same way  numeracy  is.Whenever I speak to anyone about the financial literacy gap and our aim at GoHenry to get it taught as a standalone subject in schools, everyone without fail has the exact same reaction. They say what a sensible idea it is, how it’s crazy that it isn’t happening already, or how they wish they had experienced financial education lessons themselves when they were at school.It’s reactions like this which prompted GoHenry to hold a roundtable discussion in the House of Commons last month, which found that cross-party Parliamentarians are united in supporting the need for better financial education in ALL schools across the UK – starting from primary age. The group were joined by money experts and industry campaigners, all of which share the view that in today’s turbulent economic climate, all young people need to learn money skills, not just more maths.Financial education has always been a priority for me and it’s why I started GoHenry back in 2012. Kids were being left behind when it came to financial literacy (in particular, in the digital world) and I wanted to give them a chance to learn the money skills they weren’t being taught in schools or by their parents (who had also received little to no financial education).Such skills are essential to help people effectively manage their finances, especially during periods of uncertainty or hardship like the ongoing cost of living crisis. These are skills that – unlike Pythagoras’ theorem – can help reduce debt, increase savings levels and build financial resilience. Just like swimming, financial literacy is an essential life skill that young people should receive expert training on, rather than being thrown into the deep end without support when they leave full time education.Prioritising financial education alongside mathematics could have far-reaching benefits. At GoHenry, we conducted economic modelling which revealed a greater focus on financial education could add £200bn to the UK economy by 2050. This will go some way to plugging the gap caused by poor numeracy, which Rishi Sunak notes is costing the economy tens of billions a year.WITH  MONEY HABITS FORMED BY THE AGE OF 7  , FINANCIAL SKILLS ARE BEST LEARNED EARLYAt the moment, financial education is only compulsory on the secondary school curriculum in England, but even then it’s mostly only taught as part of Citizenship and is not assessed, so naturally it’s often deprioritised. The age we start speaking to children about money really does make an impact and starting financial discussions early, whether at home or in the classroom, is the best way to form positive habits that will last a lifetime.By making financial education a standalone subject from primary school age, we can better prepare individuals for entering the adult world of finance at age 18. I wish someone had explained to me better about the power of starting my pension at a younger age or investing little and often. As an adult now running a global fintech company, I am hugely passionate about making sure more is being done to give younger generations the tools and skills they need to succeed in the world of work.Financial literacy provides an important foundation for those going on to further education, ap...]]></description><guid isPermaLink="false">E9boPazZ</guid><pubDate>Wed, 21 Jun 2023 08:32:05 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54561725/2blzzvsxfjshejbwvy8yhoxp3leochcarue5ksnj.mp3" length="2328048" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8/b760b9e6-c1a5-46ca-9877-f8b253b9a9b8.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Boosting the UK economy requires an education system that prioritises financial literacy, not just mathsGoHenry’s Louise Hill discusses the financial literacy gap. From why financial education should be a standalone subject from primary school age, to...</itunes:subtitle><itunes:summary><![CDATA[Boosting the UK economy requires an education system that prioritises financial literacy, not just mathsGoHenry’s Louise Hill discusses the financial literacy gap. From why financial education should be a standalone subject from primary school age, to why collaboration between employers and Government is needed to improve the nation’s financial wellness.We all need to know basic maths, whether that’s using addition when checking a supermarket receipt, or division when splitting the bill at a restaurant. Numeracy is of course a key life skill but when comparing how much of what we learnt at school (long division, anyone?) to what we use as adults, it feels amiss that financial literacy isn’t being promoted by the Prime Minister in the same way  numeracy  is.Whenever I speak to anyone about the financial literacy gap and our aim at GoHenry to get it taught as a standalone subject in schools, everyone without fail has the exact same reaction. They say what a sensible idea it is, how it’s crazy that it isn’t happening already, or how they wish they had experienced financial education lessons themselves when they were at school.It’s reactions like this which prompted GoHenry to hold a roundtable discussion in the House of Commons last month, which found that cross-party Parliamentarians are united in supporting the need for better financial education in ALL schools across the UK – starting from primary age. The group were joined by money experts and industry campaigners, all of which share the view that in today’s turbulent economic climate, all young people need to learn money skills, not just more maths.Financial education has always been a priority for me and it’s why I started GoHenry back in 2012. Kids were being left behind when it came to financial literacy (in particular, in the digital world) and I wanted to give them a chance to learn the money skills they weren’t being taught in schools or by their parents (who had also received little to no financial education).Such skills are essential to help people effectively manage their finances, especially during periods of uncertainty or hardship like the ongoing cost of living crisis. These are skills that – unlike Pythagoras’ theorem – can help reduce debt, increase savings levels and build financial resilience. Just like swimming, financial literacy is an essential life skill that young people should receive expert training on, rather than being thrown into the deep end without support when they leave full time education.Prioritising financial education alongside mathematics could have far-reaching benefits. At GoHenry, we conducted economic modelling which revealed a greater focus on financial education could add £200bn to the UK economy by 2050. This will go some way to plugging the gap caused by poor numeracy, which Rishi Sunak notes is costing the economy tens of billions a year.WITH  MONEY HABITS FORMED BY THE AGE OF 7  , FINANCIAL SKILLS ARE BEST LEARNED EARLYAt the moment, financial education is only compulsory on the secondary school curriculum in England, but even then it’s mostly only taught as part of Citizenship and is not assessed, so naturally it’s often deprioritised. The age we start speaking to children about money really does make an impact and starting financial discussions early, whether at home or in the classroom, is the best way to form positive habits that will last a lifetime.By making financial education a standalone subject from primary school age, we can better prepare individuals for entering the adult world of finance at age 18. I wish someone had explained to me better about the power of starting my pension at a younger age or investing little and often. As an adult now running a global fintech company, I am hugely passionate about making sure more is being done to give younger generations the tools and skills they need to succeed in the world of work.Financial literacy provides an important foundation for those going on to further...]]></itunes:summary><itunes:duration>389</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Addressing digital skills gaps: Why the sector can be at the forefront of the challenge</title><link>https://www.spreaker.com/episode/addressing-digital-skills-gaps-why-the-sector-can-be-at-the-forefront-of-the-challenge--54538717</link><description><![CDATA[Addressing digital skills gaps: Why the sector can be at the forefront of the challengeEssential Digital Skills launched during a global pandemic at a time that exposed people’s digital vulnerabilities. David Redden discusses why there’s still stigma attached to digital shortfalls and how providers and colleges can become role models in the sector. While there’s always been evidence pointing to a problem, it wasn’t until we were isolated and our only means of communication became digital that our weaknesses were truly placed under a spotlight.Whether it was suddenly working from home or trying to conduct a video call with your nearest and dearest, people’s limitations were there for all to see.THE MOVE TO A MORE DIGITAL WORLDSince the pandemic, the move to a more digital world has continued. Where once shops had ‘cash only’ signs, now you’re more likely to see ‘contactless only’.Recruitment for jobs is online, doctor’s appointments are online and, while millions have improved their abilities, there’s still a massive proportion of the population who lack the essential digital skills needed in everyday life, work, and education.During that period, I led a project at NCFE to launch its new  Essential Digital Skills qualifications  and had the pleasure of engaging with organisations such as FutureDotNow – working with them to address the lack of digital skills in the country.It was during FutureDotNow Fest, while addressing an audience on the need for employers to ensure their staff have the digital skills to do their day-to-day roles, that I felt a sense of hypocrisy. I became aware that I was telling them to do something that NCFE itself wasn’t currently doing.Chastened by this feeling, I approached our executive board with the idea of allowing all NCFE colleagues the chance to sit an initial assessment in Essential Digital Skills and, based on their results, the opportunity to progress and complete the qualification.DON’T LEAVE ANY LEARNER BEHINDBeing an educational charity with a core belief to not leave any learner behind, NCFE threw its weight behind the initiative and the results have been fantastic – seeing over 200 employees take up the challenge.From a company perspective, it was reassuring that so many came out with a high level of digital skills but, even better, 23% of those that took part expressed an interest in progressing to the qualification.This meant they’re boosting their skills and establishing their knowledge in this area to give them greater competencies to perform their roles, as well as develop new areas of awareness outside of work.If a company like NCFE that operates a hybrid working policy had almost a quarter of its workforce feeling the need to develop their digital skills, how many people in other organisations would also benefit from this support?INSUFFICIENT DIGITAL AWARENESS AND LACK OF NECESSARY SKILLSIn 2017, the European Commission estimated that more than 1.2 million UK businesses are underperforming due to “insufficient digital awareness and lack of necessary skills”. As far back as 2015, the House of Lords stated that digital skills should be taught as the third “core subject” alongside numeracy and literacy.The Department for Digital, Culture, Media, and Sport’s report in June 2019 –  No Longer Optional: Employer Demand for Digital Skills  – found digital skills are becoming near-universal requirements for employment.Acquiring specific digital skills makes career progression, as well as a pay increase, more likely. In certain fields, job seekers need to develop digital skills related to specific technical tools of their chosen discipline to advance their careers.However, what’s key for employers is providing their employees with a basic level of digital skill and creating the platform for them to progress.EMBEDDING DIGITAL SKILLS FROM TOP DOWN IS ALSO ESSENTIALThere’s still some shame attached to admitting you’re not digitally confident, however it could easily be the chief executive lacki...]]></description><guid isPermaLink="false">ExvRZqxk</guid><pubDate>Tue, 20 Jun 2023 07:31:59 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54538717/vjl6nl67wlzsurd2sots9ildmrtwyrzxlx4v4kv5.mp3" length="1861920" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e4819cd9-fdcc-498a-bc6a-0dac288ddc73/e4819cd9-fdcc-498a-bc6a-0dac288ddc73.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e4819cd9-fdcc-498a-bc6a-0dac288ddc73/e4819cd9-fdcc-498a-bc6a-0dac288ddc73.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e4819cd9-fdcc-498a-bc6a-0dac288ddc73/e4819cd9-fdcc-498a-bc6a-0dac288ddc73.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Addressing digital skills gaps: Why the sector can be at the forefront of the challengeEssential Digital Skills launched during a global pandemic at a time that exposed people’s digital vulnerabilities. David Redden discusses why there’s still stigma...</itunes:subtitle><itunes:summary><![CDATA[Addressing digital skills gaps: Why the sector can be at the forefront of the challengeEssential Digital Skills launched during a global pandemic at a time that exposed people’s digital vulnerabilities. David Redden discusses why there’s still stigma attached to digital shortfalls and how providers and colleges can become role models in the sector. While there’s always been evidence pointing to a problem, it wasn’t until we were isolated and our only means of communication became digital that our weaknesses were truly placed under a spotlight.Whether it was suddenly working from home or trying to conduct a video call with your nearest and dearest, people’s limitations were there for all to see.THE MOVE TO A MORE DIGITAL WORLDSince the pandemic, the move to a more digital world has continued. Where once shops had ‘cash only’ signs, now you’re more likely to see ‘contactless only’.Recruitment for jobs is online, doctor’s appointments are online and, while millions have improved their abilities, there’s still a massive proportion of the population who lack the essential digital skills needed in everyday life, work, and education.During that period, I led a project at NCFE to launch its new  Essential Digital Skills qualifications  and had the pleasure of engaging with organisations such as FutureDotNow – working with them to address the lack of digital skills in the country.It was during FutureDotNow Fest, while addressing an audience on the need for employers to ensure their staff have the digital skills to do their day-to-day roles, that I felt a sense of hypocrisy. I became aware that I was telling them to do something that NCFE itself wasn’t currently doing.Chastened by this feeling, I approached our executive board with the idea of allowing all NCFE colleagues the chance to sit an initial assessment in Essential Digital Skills and, based on their results, the opportunity to progress and complete the qualification.DON’T LEAVE ANY LEARNER BEHINDBeing an educational charity with a core belief to not leave any learner behind, NCFE threw its weight behind the initiative and the results have been fantastic – seeing over 200 employees take up the challenge.From a company perspective, it was reassuring that so many came out with a high level of digital skills but, even better, 23% of those that took part expressed an interest in progressing to the qualification.This meant they’re boosting their skills and establishing their knowledge in this area to give them greater competencies to perform their roles, as well as develop new areas of awareness outside of work.If a company like NCFE that operates a hybrid working policy had almost a quarter of its workforce feeling the need to develop their digital skills, how many people in other organisations would also benefit from this support?INSUFFICIENT DIGITAL AWARENESS AND LACK OF NECESSARY SKILLSIn 2017, the European Commission estimated that more than 1.2 million UK businesses are underperforming due to “insufficient digital awareness and lack of necessary skills”. As far back as 2015, the House of Lords stated that digital skills should be taught as the third “core subject” alongside numeracy and literacy.The Department for Digital, Culture, Media, and Sport’s report in June 2019 –  No Longer Optional: Employer Demand for Digital Skills  – found digital skills are becoming near-universal requirements for employment.Acquiring specific digital skills makes career progression, as well as a pay increase, more likely. In certain fields, job seekers need to develop digital skills related to specific technical tools of their chosen discipline to advance their careers.However, what’s key for employers is providing their employees with a basic level of digital skill and creating the platform for them to progress.EMBEDDING DIGITAL SKILLS FROM TOP DOWN IS ALSO ESSENTIALThere’s still some shame attached to admitting you’re not digitally confident, however it could easily be the chief executive...]]></itunes:summary><itunes:duration>311</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Inclusive Education: Addressing Social Class Disparities in SEND Support and Development</title><link>https://www.spreaker.com/episode/inclusive-education-addressing-social-class-disparities-in-send-support-and-development--54508356</link><description><![CDATA[Inclusive Education: Addressing Social Class Disparities in SEND Support and DevelopmentInclusive education aims to provide equal opportunities and support for all students, including those with  Special Educational Needs and Disabilities (SEND)  . However, the impact of social class on SEND support and development cannot be ignored.In this article, we will explore the role of social class in shaping the experiences of students with SEND, drawing insights from prominent scholars and referring to relevant scholarly sources. By understanding these dynamics, we can work towards creating a more equitable and inclusive educational environment.UNDERSTANDING THE IMPACT OF SOCIAL CLASSSocial class plays a significant role in SEND support and development in post-16 education. According to research, students from lower social classes may face barriers in accessing necessary resources and support  (Ainscow, 2012; Reay, 2005  ). Limited financial resources can make it difficult for these students to afford specialized equipment, assistive technologies, or additional support services  (Reay, 2005)  . Furthermore, stigma and discrimination associated with lower social classes can affect the provision of support  (Youdell, 2011)  .The intersectionality of social class with other factors such as gender and race creates complex challenges for students with SEND. Scholars like Diane Reay have highlighted the multiple disadvantages faced by students from lower social classes, including limited resources, negative stereotyping, and intersectional discrimination  (Reay, 2005)  . Understanding these intersections is crucial for developing inclusive support strategies  (Youdell, 2011)  .Pierre Bourdieu, a renowned sociologist, emphasized the concept of cultural capital, stating that students from higher social classes possess advantages in accessing support, thus Bourdieu’s work on cultural capital provides insights into the relationship between social class and educational opportunities  (Bourdieu, 1986)  .Deborah Youdell, an education researcher, has explored the dynamics of inclusion and exclusion in education. Her work highlights how social class intersects with other forms of inequality to shape the experiences of students with SEND, as such Youdell’s research provides valuable insights into the overlapping forms of exclusion faced by students from lower social classes  (Youdell, 2011)  .Sally Tomlinson, an expert in special education, has examined the impact of social class on special needs provision. Her research indicates that social class bias and discriminatory practices contribute to disparities in SEND support, therefore Tomlinson’s work emphasizes the need to address these issues to ensure equitable access to support and development opportunities  (Tomlinson, 2012)  .Mel Ainscow, an inclusive education scholar, emphasizes the importance of equitable access to support for all students, regardless of social class, whilst Ainscow’s research highlights the need for systemic changes in education to promote inclusivity and equality  (Ainscow, 2012)  .STRATEGIES FOR CREATING INCLUSIVE PRACTICESStrategies for creating inclusive practices in SEND support and development include :-  Self-reflection and awareness of biases and assumptions  (Tomlinson, 2012)  .-  Professional development and training on social class issues and SEND  (Reay, 2005)  .-  Equitable access to resources, assistive technologies, and support services  (Tomlinson, 2012)  .-  Parental involvement and partnerships with families from all social classes  (Ainscow, 2012)  .-  Tailored transition programs and support systems  (Ainscow, 2012)  .THE IMPACT OF THE SOCIAL MODEL OF DISABILITYThe social model of disability, which shifts the focus from individual impairment to societal barriers, has transformative implications for inclusive education. The social model emphasizes the importance of identifying and removing barriers to inclusion and participation  (Oliver, 1996)  . It empow...]]></description><guid isPermaLink="false">39DlXZ91</guid><pubDate>Mon, 19 Jun 2023 08:31:53 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54508356/wqdxxm8ir4brwnwo4uqt0565ixupisz7udpqaiqp.mp3" length="5781888" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7d5ac70-7291-4f8a-9d94-186c4bb39256/d7d5ac70-7291-4f8a-9d94-186c4bb39256.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7d5ac70-7291-4f8a-9d94-186c4bb39256/d7d5ac70-7291-4f8a-9d94-186c4bb39256.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d7d5ac70-7291-4f8a-9d94-186c4bb39256/d7d5ac70-7291-4f8a-9d94-186c4bb39256.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Inclusive Education: Addressing Social Class Disparities in SEND Support and DevelopmentInclusive education aims to provide equal opportunities and support for all students, including those with  Special Educational Needs and Disabilities (SEND)  ....</itunes:subtitle><itunes:summary><![CDATA[Inclusive Education: Addressing Social Class Disparities in SEND Support and DevelopmentInclusive education aims to provide equal opportunities and support for all students, including those with  Special Educational Needs and Disabilities (SEND)  . However, the impact of social class on SEND support and development cannot be ignored.In this article, we will explore the role of social class in shaping the experiences of students with SEND, drawing insights from prominent scholars and referring to relevant scholarly sources. By understanding these dynamics, we can work towards creating a more equitable and inclusive educational environment.UNDERSTANDING THE IMPACT OF SOCIAL CLASSSocial class plays a significant role in SEND support and development in post-16 education. According to research, students from lower social classes may face barriers in accessing necessary resources and support  (Ainscow, 2012; Reay, 2005  ). Limited financial resources can make it difficult for these students to afford specialized equipment, assistive technologies, or additional support services  (Reay, 2005)  . Furthermore, stigma and discrimination associated with lower social classes can affect the provision of support  (Youdell, 2011)  .The intersectionality of social class with other factors such as gender and race creates complex challenges for students with SEND. Scholars like Diane Reay have highlighted the multiple disadvantages faced by students from lower social classes, including limited resources, negative stereotyping, and intersectional discrimination  (Reay, 2005)  . Understanding these intersections is crucial for developing inclusive support strategies  (Youdell, 2011)  .Pierre Bourdieu, a renowned sociologist, emphasized the concept of cultural capital, stating that students from higher social classes possess advantages in accessing support, thus Bourdieu’s work on cultural capital provides insights into the relationship between social class and educational opportunities  (Bourdieu, 1986)  .Deborah Youdell, an education researcher, has explored the dynamics of inclusion and exclusion in education. Her work highlights how social class intersects with other forms of inequality to shape the experiences of students with SEND, as such Youdell’s research provides valuable insights into the overlapping forms of exclusion faced by students from lower social classes  (Youdell, 2011)  .Sally Tomlinson, an expert in special education, has examined the impact of social class on special needs provision. Her research indicates that social class bias and discriminatory practices contribute to disparities in SEND support, therefore Tomlinson’s work emphasizes the need to address these issues to ensure equitable access to support and development opportunities  (Tomlinson, 2012)  .Mel Ainscow, an inclusive education scholar, emphasizes the importance of equitable access to support for all students, regardless of social class, whilst Ainscow’s research highlights the need for systemic changes in education to promote inclusivity and equality  (Ainscow, 2012)  .STRATEGIES FOR CREATING INCLUSIVE PRACTICESStrategies for creating inclusive practices in SEND support and development include :-  Self-reflection and awareness of biases and assumptions  (Tomlinson, 2012)  .-  Professional development and training on social class issues and SEND  (Reay, 2005)  .-  Equitable access to resources, assistive technologies, and support services  (Tomlinson, 2012)  .-  Parental involvement and partnerships with families from all social classes  (Ainscow, 2012)  .-  Tailored transition programs and support systems  (Ainscow, 2012)  .THE IMPACT OF THE SOCIAL MODEL OF DISABILITYThe social model of disability, which shifts the focus from individual impairment to societal barriers, has transformative implications for inclusive education. The social model emphasizes the importance of identifying and removing barriers to inclusion and participation  (Oliver, 1996)  . It...]]></itunes:summary><itunes:duration>964</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Greening the economy means greening the skills sector</title><link>https://www.spreaker.com/episode/greening-the-economy-means-greening-the-skills-sector--54456224</link><description><![CDATA[Greening the economy means greening the skills sectorThe logistics sector has a pivotal role to play in the race to achieving net zero and creating a sustainable, green economy. By combining skills development, end-point assessment and sector expertise, VTCT believes the industry will rise to this challenge.The logistics sector is undergoing a significant transformation, facing multiple challenges with skill shortages, increased regulation, and the transition to a sustainable and green economy. The acquisition of Skills for Logistics by VTCT could provide a much-needed boost in designing and delivering the necessary qualifications and supporting skills development to prosper in this changing landscape. By coming together, we have the profile, expertise and appetite to embrace these challenges and set the quality benchmark for qualifications and skills development for the logistics industry and beyond.THE LOGISTICS SECTOR IS IN THE MIDST OF A PERFECT SKILLS STORMOn the one hand, the sector has experienced incredible growth resulting from the dramatic expansion of online retail during and after the pandemic, whereby the sector is set to grow by 6.5% and 5.7% over the next four years in the UK and globally, respectively. This growth is against the backdrop of Brexit, where the option to import skilled labour with ease is gone, meaning that employers in the logistics sector are facing a net deficit of skills, with some estimates placing this at over 100,000 vacant posts.This skills shortage may have an impact beyond the sector as a whole because logistics serve as the engine room for the UK economy. Further, the real-world skills required within the sector are transforming. In addition to developing the knowledge and skills to embrace advancing technology, equity and diversity and leadership and management like so many sectors, the green agenda is challenging and will transform this sector significantly.AN EXCITING OPPORTUNITY FOR US TO UPSKILL AND RESKILL THE LOGISTICS SECTORHowever, these challenges present an exciting opportunity for us to upskill and reskill the logistics sector and use education to create a workforce that can adapt to the evolving needs of the nation, especially as we draw closer to the net zero deadline.It is crucial to recognise that while the logistics and transport sector is rapidly expanding, it also contributes over 30% of global carbon dioxide emissions due to its reliance on fossil fuels. Meeting the net zero target by 2050 requires the sector to play a pivotal role in reducing emissions.Encouragingly, many operators are already investing in lower carbon fuels and technologies, altering their business practices to enhance fleet efficiency, and promoting responsible driver behaviours to minimise fuel consumption and emissions. The International Organisation for Standardisation (ISO) has developed a standard for quantifying greenhouse gas emissions, specifically from transport chain operations, and Logistics UK is actively campaigning to assist logistics businesses in achieving net zero. These initiatives demonstrate the sector’s determination to tackle this challenge.HOWEVER, REGULATING THE INDUSTRY ALONE IS JUST ONE PIECE OF THE PUZZLEEmbedding net zero and green practices directly into skills training and fostering a culture of continuous learning can lead to sustainable change aligned with global needs. Green practices necessitate new skills, increasing the burden on well-intentioned employers as they navigate heightened regulation. This proposition is why the merger between Skills for Logistics and VTCT holds tremendous promise.As one of the largest awarding organisations in England, we support over 120,000 learners and apprentices annually through our work with more than 2,000 approved centres in the UK and 49 countries worldwide. As a charity, we remain wholeheartedly committed to continuing to achieve our charitable purpose of providing a direct line of sight to a job for learners, reinvesting i...]]></description><guid isPermaLink="false">bLPOmpz5</guid><pubDate>Fri, 16 Jun 2023 08:31:45 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54456224/o4egb15dhjcralozupjy3amm8zpdxdbfvbykq5rj.mp3" length="2164032" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/66e966c6-bc5c-4267-9e9a-e689eb39fda2/66e966c6-bc5c-4267-9e9a-e689eb39fda2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/66e966c6-bc5c-4267-9e9a-e689eb39fda2/66e966c6-bc5c-4267-9e9a-e689eb39fda2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/66e966c6-bc5c-4267-9e9a-e689eb39fda2/66e966c6-bc5c-4267-9e9a-e689eb39fda2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Greening the economy means greening the skills sectorThe logistics sector has a pivotal role to play in the race to achieving net zero and creating a sustainable, green economy. By combining skills development, end-point assessment and sector...</itunes:subtitle><itunes:summary><![CDATA[Greening the economy means greening the skills sectorThe logistics sector has a pivotal role to play in the race to achieving net zero and creating a sustainable, green economy. By combining skills development, end-point assessment and sector expertise, VTCT believes the industry will rise to this challenge.The logistics sector is undergoing a significant transformation, facing multiple challenges with skill shortages, increased regulation, and the transition to a sustainable and green economy. The acquisition of Skills for Logistics by VTCT could provide a much-needed boost in designing and delivering the necessary qualifications and supporting skills development to prosper in this changing landscape. By coming together, we have the profile, expertise and appetite to embrace these challenges and set the quality benchmark for qualifications and skills development for the logistics industry and beyond.THE LOGISTICS SECTOR IS IN THE MIDST OF A PERFECT SKILLS STORMOn the one hand, the sector has experienced incredible growth resulting from the dramatic expansion of online retail during and after the pandemic, whereby the sector is set to grow by 6.5% and 5.7% over the next four years in the UK and globally, respectively. This growth is against the backdrop of Brexit, where the option to import skilled labour with ease is gone, meaning that employers in the logistics sector are facing a net deficit of skills, with some estimates placing this at over 100,000 vacant posts.This skills shortage may have an impact beyond the sector as a whole because logistics serve as the engine room for the UK economy. Further, the real-world skills required within the sector are transforming. In addition to developing the knowledge and skills to embrace advancing technology, equity and diversity and leadership and management like so many sectors, the green agenda is challenging and will transform this sector significantly.AN EXCITING OPPORTUNITY FOR US TO UPSKILL AND RESKILL THE LOGISTICS SECTORHowever, these challenges present an exciting opportunity for us to upskill and reskill the logistics sector and use education to create a workforce that can adapt to the evolving needs of the nation, especially as we draw closer to the net zero deadline.It is crucial to recognise that while the logistics and transport sector is rapidly expanding, it also contributes over 30% of global carbon dioxide emissions due to its reliance on fossil fuels. Meeting the net zero target by 2050 requires the sector to play a pivotal role in reducing emissions.Encouragingly, many operators are already investing in lower carbon fuels and technologies, altering their business practices to enhance fleet efficiency, and promoting responsible driver behaviours to minimise fuel consumption and emissions. The International Organisation for Standardisation (ISO) has developed a standard for quantifying greenhouse gas emissions, specifically from transport chain operations, and Logistics UK is actively campaigning to assist logistics businesses in achieving net zero. These initiatives demonstrate the sector’s determination to tackle this challenge.HOWEVER, REGULATING THE INDUSTRY ALONE IS JUST ONE PIECE OF THE PUZZLEEmbedding net zero and green practices directly into skills training and fostering a culture of continuous learning can lead to sustainable change aligned with global needs. Green practices necessitate new skills, increasing the burden on well-intentioned employers as they navigate heightened regulation. This proposition is why the merger between Skills for Logistics and VTCT holds tremendous promise.As one of the largest awarding organisations in England, we support over 120,000 learners and apprentices annually through our work with more than 2,000 approved centres in the UK and 49 countries worldwide. As a charity, we remain wholeheartedly committed to continuing to achieve our charitable purpose of providing a direct line of sight to a job for learners,...]]></itunes:summary><itunes:duration>361</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why Managers Matter: Taking on Insecure Work</title><link>https://www.spreaker.com/episode/why-managers-matter-taking-on-insecure-work--54456222</link><description><![CDATA[Why Managers Matter: Taking on Insecure WorkEmerging research shows that managers can play a significant role in tackling job insecurity and fostering a culture of good work. This joint Oped outlines how addressing job insecurity should not only be a matter of employee well-being, but also a strategic imperative.By uncovering valuable insights and best practices,  Daisy Hooper  and  Asli Atay  outline how the findings of this joint effort will deliver essential guidance to organisations and policymakers looking to deliver better for diverse workforces.In today’s rapidly evolving work landscape, the issue of job insecurity has emerged as a critical concern. The constant worry of an unstable job or looming layoffs takes a toll on individuals, both physically and mentally, as well as financially.Extensive research has explored the concept of job insecurity, shedding light on its prevalence in the UK and the characteristics of workers in insecure employment. Research conducted by the  Work Foundation  revealed that in 2021, over six million workers were in severely insecure work in 2021. Additionally, it emphasised the vital role the Government can play in addressing job insecurity.THE ROLE OF MANAGERS IN SUPPORTING EMPLOYEES IN INSECURE JOBSHowever, one crucial aspect that remains underexplored is the role of managers in supporting employees in insecure jobs. Emerging evidence suggests that managers can play a significant role in tackling job insecurity and fostering a culture of good work. For instance,  a study conducted at the Department of Work and Organisational Psychology at Carl von Ossietzky University  delved into the impact of supervisor support on employee engagement amidst job insecurity. The findings revealed that cultivating a positive relationship with supervisors can alleviate the psychological burden of job insecurity, providing employees with a trusted ally during times of uncertainty.But the impact of manager support goes far beyond emotional solace – it directly influences employee wellbeing and overall performance. Picture a scenario where a company undergoes a restructuring process, leaving employees uncertain about their future. It is precisely in such moments that a supportive manager steps up, offering much-needed guidance and reassurance. With a steady hand,  managers can transform stumbling blocks into stepping stones towards success  . They become akin to dedicated cheerleaders on the sidelines, fueling employees’ motivation when it’s needed the most.ADDRESSING JOB INSECURITYAddressing job insecurity is not only a matter of employee well-being, it also needs to be a strategic imperative. The consequences of job insecurity aren’t limited to individual well-being – they have broader implications for an organisation’s competitiveness.  Extensive research  has consistently shown a strong link between job satisfaction, employee well-being, and overall organisational success. When employees feel uncertain and dissatisfied, their performance inevitably suffers, putting the organisation’s competitiveness at risk. Addressing job insecurity, therefore, becomes not only a matter of employee well-being but also a strategic imperative for organisational success.Recognising the urgency of this issue, the Chartered Management Institute (CMI) and the Work Foundation have joined forces to delve into the role of managers in tackling insecure work head-on. Our goal is to gain a deeper understanding of how managers can shape a sense of security within their teams while simultaneously driving organisational performance.DELIVERING ESSENTIAL GUIDANCE TO ORGANISATIONS AND POLICYMAKERS LOOKING TO DELIVER BETTER FOR DIVERSE WORKFORCESBy uncovering valuable insights and best practices, the findings of this joint effort will deliver essential guidance to organisations and policymakers looking to deliver better for diverse workforces. It’s key to acknowledge the challenges faced by managers in supporting employees in insecure role...]]></description><guid isPermaLink="false">l9kW4g94</guid><pubDate>Fri, 16 Jun 2023 08:31:45 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54456222/q8cx6g3dokzvpxezwgrhuza1kxcoyuwvpk9ho7fv.mp3" length="1993536" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b2051ad-d703-4652-98cc-dd84e2ba834e/5b2051ad-d703-4652-98cc-dd84e2ba834e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b2051ad-d703-4652-98cc-dd84e2ba834e/5b2051ad-d703-4652-98cc-dd84e2ba834e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/5b2051ad-d703-4652-98cc-dd84e2ba834e/5b2051ad-d703-4652-98cc-dd84e2ba834e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Why Managers Matter: Taking on Insecure WorkEmerging research shows that managers can play a significant role in tackling job insecurity and fostering a culture of good work. This joint Oped outlines how addressing job insecurity should not only be a...</itunes:subtitle><itunes:summary><![CDATA[Why Managers Matter: Taking on Insecure WorkEmerging research shows that managers can play a significant role in tackling job insecurity and fostering a culture of good work. This joint Oped outlines how addressing job insecurity should not only be a matter of employee well-being, but also a strategic imperative.By uncovering valuable insights and best practices,  Daisy Hooper  and  Asli Atay  outline how the findings of this joint effort will deliver essential guidance to organisations and policymakers looking to deliver better for diverse workforces.In today’s rapidly evolving work landscape, the issue of job insecurity has emerged as a critical concern. The constant worry of an unstable job or looming layoffs takes a toll on individuals, both physically and mentally, as well as financially.Extensive research has explored the concept of job insecurity, shedding light on its prevalence in the UK and the characteristics of workers in insecure employment. Research conducted by the  Work Foundation  revealed that in 2021, over six million workers were in severely insecure work in 2021. Additionally, it emphasised the vital role the Government can play in addressing job insecurity.THE ROLE OF MANAGERS IN SUPPORTING EMPLOYEES IN INSECURE JOBSHowever, one crucial aspect that remains underexplored is the role of managers in supporting employees in insecure jobs. Emerging evidence suggests that managers can play a significant role in tackling job insecurity and fostering a culture of good work. For instance,  a study conducted at the Department of Work and Organisational Psychology at Carl von Ossietzky University  delved into the impact of supervisor support on employee engagement amidst job insecurity. The findings revealed that cultivating a positive relationship with supervisors can alleviate the psychological burden of job insecurity, providing employees with a trusted ally during times of uncertainty.But the impact of manager support goes far beyond emotional solace – it directly influences employee wellbeing and overall performance. Picture a scenario where a company undergoes a restructuring process, leaving employees uncertain about their future. It is precisely in such moments that a supportive manager steps up, offering much-needed guidance and reassurance. With a steady hand,  managers can transform stumbling blocks into stepping stones towards success  . They become akin to dedicated cheerleaders on the sidelines, fueling employees’ motivation when it’s needed the most.ADDRESSING JOB INSECURITYAddressing job insecurity is not only a matter of employee well-being, it also needs to be a strategic imperative. The consequences of job insecurity aren’t limited to individual well-being – they have broader implications for an organisation’s competitiveness.  Extensive research  has consistently shown a strong link between job satisfaction, employee well-being, and overall organisational success. When employees feel uncertain and dissatisfied, their performance inevitably suffers, putting the organisation’s competitiveness at risk. Addressing job insecurity, therefore, becomes not only a matter of employee well-being but also a strategic imperative for organisational success.Recognising the urgency of this issue, the Chartered Management Institute (CMI) and the Work Foundation have joined forces to delve into the role of managers in tackling insecure work head-on. Our goal is to gain a deeper understanding of how managers can shape a sense of security within their teams while simultaneously driving organisational performance.DELIVERING ESSENTIAL GUIDANCE TO ORGANISATIONS AND POLICYMAKERS LOOKING TO DELIVER BETTER FOR DIVERSE WORKFORCESBy uncovering valuable insights and best practices, the findings of this joint effort will deliver essential guidance to organisations and policymakers looking to deliver better for diverse workforces. It’s key to acknowledge the challenges faced by managers in supporting employees in insecure...]]></itunes:summary><itunes:duration>333</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How can we measure apprenticeship success and quality in a meaningful way?</title><link>https://www.spreaker.com/episode/how-can-we-measure-apprenticeship-success-and-quality-in-a-meaningful-way--54430065</link><description><![CDATA[How can we measure apprenticeship success and quality in a meaningful way?Later this month AELP hosts its annual National Conference which gives people from across the skills and employability sector an opportunity to discuss and debate the hot topics affecting learners, employers and providers.At last year’s conference, we saw the then Skills Minister, Alex Burghart, outline his ambition for achievement rates on apprenticeship standards to reach 67% overall by 2025. A year on, it’s time to revisit the topic of qualification achievement rates (QAR) and reopen the conversation about how we can accurately measure quality and success – while not losing sight of the government ambition to see higher completion rates.ARE WE MEASURING THE RIGHT THING?As the existing methodology goes back to historic qualification-based apprenticeship frameworks, before the shift towards an employer-based system, the first question to ask is whether the current success rate methodology which informs the QAR is fit for purpose? Given qualification-based frameworks have, for the most part, now been phased out and replaced by longer apprenticeship standards, that answer is, I’m afraid, a resolute ‘no’.Apprenticeship standards are longer and more technical and are based on knowledge, skills, and behaviours as well as including further external rigour through end point assessment. That alone brings about a need to look again at success rate methodology.In addition to this, we currently face extremely tight labour market conditions which affects the way both learners and employers react. Any updated measure of success needs to acknowledge the reasons for non-completion that are out of the control of the provider, and those non-completions which are actually a positive outcome, for example an apprentice going on to a better paid job with more responsibilities.AELP has consistently outlined its concerns on a renewed focus on QAR while the methodology remained so outdated. Until success is measured properly, focusing on targets which won’t be achieved risks undermining confidence in apprenticeships.That’s why we’ve seen a dubious attempt by some to compare apprenticeship retention and achievement rates with those for A-Levels. They are, of course, in no way comparable at all! One is a full-time academic programme, the other, a job with training. How many students on an A-Level drop out because they get another job, get promoted, get let go or are refused the time they need to train?IMPROVING APPRENTICESHIP ACHIEVEMENT MEASUREMENTSWe need to see a much wider set of measures assessed, including tracking learner progression and earnings following an apprenticeship. Focusing on these types of outcomes, rather than outputs, including for those who don’t complete their apprenticeship, should be a priority. I think we’re beginning to see some acknowledgement from the Department for Education that this is an important factor in determining success and quality within apprenticeships.This time last year we saw some welcome changes to apprenticeship rules and measures. For example, we’ve had an increase to the period of change of employer, which now sits at up to 12 weeks through a break in learning. These haven’t gone far enough though and that means there are still remaining issues with the measures, with the next obvious step to take being to disaggregate achievements. The sheer range of sectors and occupations means there are big variations that need to be recognised and accounted for more easily.As well as this, there are five other changes to the framework which we believe would deliver a more accurate framework for measuring apprenticeship success. These are:1  Removing the QAR Pass Rate measure and replacing it with a pass rate that relates to end point assessment (EPA). End point assessment is a key facet of the reformed system and needs greater transparency and oversight.-  Extend data capture via the Individual Learner Record (ILR) to include a range of reaso...]]></description><guid isPermaLink="false">gLAB4Pxa</guid><pubDate>Thu, 15 Jun 2023 07:32:35 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54430065/ie7ivpazflkuz1hr8mrwmor0pfqpjfg0rbmkalgi.mp3" length="2309616" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf/61ddd8ad-0248-4b0f-a132-ef5023eb7eaf.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>How can we measure apprenticeship success and quality in a meaningful way?Later this month AELP hosts its annual National Conference which gives people from across the skills and employability sector an opportunity to discuss and debate the hot topics...</itunes:subtitle><itunes:summary><![CDATA[How can we measure apprenticeship success and quality in a meaningful way?Later this month AELP hosts its annual National Conference which gives people from across the skills and employability sector an opportunity to discuss and debate the hot topics affecting learners, employers and providers.At last year’s conference, we saw the then Skills Minister, Alex Burghart, outline his ambition for achievement rates on apprenticeship standards to reach 67% overall by 2025. A year on, it’s time to revisit the topic of qualification achievement rates (QAR) and reopen the conversation about how we can accurately measure quality and success – while not losing sight of the government ambition to see higher completion rates.ARE WE MEASURING THE RIGHT THING?As the existing methodology goes back to historic qualification-based apprenticeship frameworks, before the shift towards an employer-based system, the first question to ask is whether the current success rate methodology which informs the QAR is fit for purpose? Given qualification-based frameworks have, for the most part, now been phased out and replaced by longer apprenticeship standards, that answer is, I’m afraid, a resolute ‘no’.Apprenticeship standards are longer and more technical and are based on knowledge, skills, and behaviours as well as including further external rigour through end point assessment. That alone brings about a need to look again at success rate methodology.In addition to this, we currently face extremely tight labour market conditions which affects the way both learners and employers react. Any updated measure of success needs to acknowledge the reasons for non-completion that are out of the control of the provider, and those non-completions which are actually a positive outcome, for example an apprentice going on to a better paid job with more responsibilities.AELP has consistently outlined its concerns on a renewed focus on QAR while the methodology remained so outdated. Until success is measured properly, focusing on targets which won’t be achieved risks undermining confidence in apprenticeships.That’s why we’ve seen a dubious attempt by some to compare apprenticeship retention and achievement rates with those for A-Levels. They are, of course, in no way comparable at all! One is a full-time academic programme, the other, a job with training. How many students on an A-Level drop out because they get another job, get promoted, get let go or are refused the time they need to train?IMPROVING APPRENTICESHIP ACHIEVEMENT MEASUREMENTSWe need to see a much wider set of measures assessed, including tracking learner progression and earnings following an apprenticeship. Focusing on these types of outcomes, rather than outputs, including for those who don’t complete their apprenticeship, should be a priority. I think we’re beginning to see some acknowledgement from the Department for Education that this is an important factor in determining success and quality within apprenticeships.This time last year we saw some welcome changes to apprenticeship rules and measures. For example, we’ve had an increase to the period of change of employer, which now sits at up to 12 weeks through a break in learning. These haven’t gone far enough though and that means there are still remaining issues with the measures, with the next obvious step to take being to disaggregate achievements. The sheer range of sectors and occupations means there are big variations that need to be recognised and accounted for more easily.As well as this, there are five other changes to the framework which we believe would deliver a more accurate framework for measuring apprenticeship success. These are:1  Removing the QAR Pass Rate measure and replacing it with a pass rate that relates to end point assessment (EPA). End point assessment is a key facet of the reformed system and needs greater transparency and oversight.-  Extend data capture via the Individual Learner Record (ILR) to include a range of...]]></itunes:summary><itunes:duration>385</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Growing a Green Workforce: The Challenges and Opportunities on the Road to Net-Zero</title><link>https://www.spreaker.com/episode/growing-a-green-workforce-the-challenges-and-opportunities-on-the-road-to-net-zero--54375206</link><description><![CDATA[Growing a Green Workforce: The Challenges and Opportunities on the Road to Net-ZeroUpskilling and reskilling a workforce capable of making the UK’s leaky buildings more energy efficient will be crucial if the country is to achieve its environmental and economic goals. In this article, Glynn Williams outlines how we can deliver the green jobs we need.With a surging demand in people looking to install energy-efficient measures in their properties, the stark shortage of qualified installers and technicians couldn’t be more apparent. And this challenge will only grow in severity if it isn’t tackled head on.A main barrier holding Brits back from investing in energy efficiency is the lack of expertise available, with  one  in five UK respondents citing this as an obstacle. This lack of available installers contributes to a cumulative loss in potential energy savings to the tune of  £3.1 billion  annually.With low-carbon sectors expected to add up to  725,000 new jobs  to the UK economy, upskilling and reskilling a workforce capable of equipping the UK’s leaky buildings with energy efficient measures will help the UK meet its environmental – and economic – goals.It will require strategic and sustained efforts from Government and the private sector. Mandating and implementing Government-funded training for installers and engineers, standardising best practice across the industry and investing in attracting and upskilling new talent are among the crucial steps that should be adopted to meet the opportunities and challenges of tomorrow.PROVIDING GOVERNMENT-FUNDED TRAININGEarlier this year, Chris Skidmore MP’s  ‘Net Zero Review’  emphasised the importance of equipping Britain’s workforce with the necessary skills to accelerate the transition to net-zero by driving forward the delivery of the  Green Jobs Taskforce  . Initiatives such as the this are a step in the right direction, but Government is yet to evolve from an advisory role to one of action.To prepare the country for net-zero, Government should allocate funding for a new, national Green Skills training programme. This programme would mandate that current and newly certified installers and energy technicians undertake skills training to learn how to install energy-efficient technology correctly and perform routine maintenance and energy efficiency audits.While fiscal measures such as the energy price cap are helpful for households and businesses in the short term, a better long-term solution would be for Government to get to the crux of the issue. Government could therefore redirect investment from short-term fiscal measures into a more long-lasting and impactful programme that contributes to the UK economy and makes energy savings possible.Investment in the mandatory training programme will directly benefit the UK economy. Not only will the training unlock new job opportunities for hundreds of thousands of workers, but it will also lead to massive savings in energy bills for consumers and businesses.Backed by national funding and made available throughout the country with support from local authorities, the programme would fill a current gap in the market by setting a common standard of best practice and upskilling and reskilling a high volume of installers and technicians.STANDARDISING BEST PRACTICE ACROSS THE SECTORIn addition to the Government-funded training programme, Government should collaborate with experts to develop and issue a set of standards for best practice in retrofitting and installation. These standards are essential for ensuring that the energy infrastructure installed across the country is fit for purpose for years to come.Standardising best practice means not only emphasising excellence in installation, but building energy efficiency into regular monitoring and maintenance.  Data suggests  that most Brits associate boiler services with energy efficiency checks, but the former does not include the latter as standard.As a result, many people are running old or...]]></description><guid isPermaLink="false">ozWENox5</guid><pubDate>Wed, 14 Jun 2023 08:31:04 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54375206/eg6ao68clnjcbv8s6wkcel9bry8ehfhzk7ft0zln.mp3" length="2923776" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b24dacd6-36b7-4392-a50c-b63c8875fbd0/b24dacd6-36b7-4392-a50c-b63c8875fbd0.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b24dacd6-36b7-4392-a50c-b63c8875fbd0/b24dacd6-36b7-4392-a50c-b63c8875fbd0.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b24dacd6-36b7-4392-a50c-b63c8875fbd0/b24dacd6-36b7-4392-a50c-b63c8875fbd0.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Growing a Green Workforce: The Challenges and Opportunities on the Road to Net-ZeroUpskilling and reskilling a workforce capable of making the UK’s leaky buildings more energy efficient will be crucial if the country is to achieve its environmental...</itunes:subtitle><itunes:summary><![CDATA[Growing a Green Workforce: The Challenges and Opportunities on the Road to Net-ZeroUpskilling and reskilling a workforce capable of making the UK’s leaky buildings more energy efficient will be crucial if the country is to achieve its environmental and economic goals. In this article, Glynn Williams outlines how we can deliver the green jobs we need.With a surging demand in people looking to install energy-efficient measures in their properties, the stark shortage of qualified installers and technicians couldn’t be more apparent. And this challenge will only grow in severity if it isn’t tackled head on.A main barrier holding Brits back from investing in energy efficiency is the lack of expertise available, with  one  in five UK respondents citing this as an obstacle. This lack of available installers contributes to a cumulative loss in potential energy savings to the tune of  £3.1 billion  annually.With low-carbon sectors expected to add up to  725,000 new jobs  to the UK economy, upskilling and reskilling a workforce capable of equipping the UK’s leaky buildings with energy efficient measures will help the UK meet its environmental – and economic – goals.It will require strategic and sustained efforts from Government and the private sector. Mandating and implementing Government-funded training for installers and engineers, standardising best practice across the industry and investing in attracting and upskilling new talent are among the crucial steps that should be adopted to meet the opportunities and challenges of tomorrow.PROVIDING GOVERNMENT-FUNDED TRAININGEarlier this year, Chris Skidmore MP’s  ‘Net Zero Review’  emphasised the importance of equipping Britain’s workforce with the necessary skills to accelerate the transition to net-zero by driving forward the delivery of the  Green Jobs Taskforce  . Initiatives such as the this are a step in the right direction, but Government is yet to evolve from an advisory role to one of action.To prepare the country for net-zero, Government should allocate funding for a new, national Green Skills training programme. This programme would mandate that current and newly certified installers and energy technicians undertake skills training to learn how to install energy-efficient technology correctly and perform routine maintenance and energy efficiency audits.While fiscal measures such as the energy price cap are helpful for households and businesses in the short term, a better long-term solution would be for Government to get to the crux of the issue. Government could therefore redirect investment from short-term fiscal measures into a more long-lasting and impactful programme that contributes to the UK economy and makes energy savings possible.Investment in the mandatory training programme will directly benefit the UK economy. Not only will the training unlock new job opportunities for hundreds of thousands of workers, but it will also lead to massive savings in energy bills for consumers and businesses.Backed by national funding and made available throughout the country with support from local authorities, the programme would fill a current gap in the market by setting a common standard of best practice and upskilling and reskilling a high volume of installers and technicians.STANDARDISING BEST PRACTICE ACROSS THE SECTORIn addition to the Government-funded training programme, Government should collaborate with experts to develop and issue a set of standards for best practice in retrofitting and installation. These standards are essential for ensuring that the energy infrastructure installed across the country is fit for purpose for years to come.Standardising best practice means not only emphasising excellence in installation, but building energy efficiency into regular monitoring and maintenance.  Data suggests  that most Brits associate boiler services with energy efficiency checks, but the former does not include the latter as standard.As a result, many people are running old...]]></itunes:summary><itunes:duration>488</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Harnessing the Power of Dyslexic Thinkers and AI: An Unstoppable Force for Workplace Transformation</title><link>https://www.spreaker.com/episode/harnessing-the-power-of-dyslexic-thinkers-and-ai-an-unstoppable-force-for-workplace-transformation--54328855</link><description><![CDATA[Harnessing the Power of Dyslexic Thinkers and AI: An Unstoppable Force for Workplace TransformationKate Griggs, from Global Charity, Made By Dyslexia looks at the AI revolution and how one group of individuals stands out as uniquely positioned to unlock AI’s full potential: Dyslexic Thinkers  .The advent of  artificial intelligence (AI)  has sparked a revolution that is reshaping workplaces across the globe. But one group of individuals stands out as uniquely positioned to unlock AI’s full potential: Dyslexic Thinkers. In collaboration with Richard Branson and Virgin, we launched the DyslexAI campaign highlighting the synergy between Dyslexic Thinkers and AI, demonstrating how this partnership can bring about positive transformations and future-proof businesses.There are a number of compelling reasons why Dyslexic Thinkers and AI form an unstoppable force for success; from the skills AI can’t replace, to being curious big-picture thinkers – AI &amp; Dyslexic Thinking has the potential to be an unstoppable force.SOFT SKILLS THAT AI CANNOT REPLACE:While AI has made significant strides in replicating various skills, it falls short in replacing the sought-after “soft” or “power” skills crucial in today’s workplace. Skills such as creativity, adaptability, leadership, innovation, problem-solving, and critical thinking are inherent in Dyslexic Thinking. These skills, highlighted in the World Economic Forum’s “Skills for the Future” report, are highly valued by employers. While AI cannot replace these skills, it can complement them, amplifying the impact of Dyslexic Thinkers in the workplace.AI AS AN INNOVATIVE CO-PILOT FOR DYSLEXIC THINKERS:Recent research suggests that AI serves as an ideal co-pilot for Dyslexic Thinkers, empowering them to innovate. AI excels at quickly aggregating vast amounts of information, enabling Dyslexic Thinkers to access valuable content efficiently. It also generates initial drafts or templates that can be easily adapted, saving Dyslexic Thinkers from challenging tasks like extensive reading and creating drafts. By leveraging AI, Dyslexic Thinkers can fully embrace their unique thinking style, leading to enhanced innovation. In fact, 72% of dyslexics perceive AI tools, such as  ChatGPT  , as valuable starting points to apply their Dyslexic Thinking and drive innovation.DYSLEXIC THINKERS: ASKING THE RIGHT QUESTIONS, AI PROVIDING THE ANSWERS:Successful utilisation of AI platforms like ChatGPT relies on asking the right questions. Dyslexic Thinkers possess a natural inclination for questioning and exploring, enabling them to ask insightful and impactful questions. Their ability to see the bigger picture, think creatively, and approach problems from unique angles ensures they extract relevant and essential information from AI. An impressive number of dyslexics excel in the Dyslexic Thinking skill of Reasoning, which involves understanding patterns, evaluating possibilities, and making decisions. This proficiency not only makes Dyslexic Thinkers valuable contributors to any team in terms of generating innovative solutions but also equips them with an advantage in maximizing the potential of AI platforms.DYSLEXIC THINKERS AS SKILLED STORYTELLERS:Storytelling has been at the core of human communication for centuries. Dyslexic Thinkers possess exceptional storytelling abilities, crucial in simplifying complex information and conveying it effectively to others. With the rise of information overload in the digital age, dyslexics excel at distilling the essence of a story and delivering it in a clear and relatable way. In fact, dyslexics index above average in the soft or power skill of Communicating, allowing them to cut through the noise and craft engaging stories. Combined with their high levels of emotional intelligence and their ability to connect with others, dyslexics are adept at sharing compelling narratives that resonate with audiences.DYSLEXICS ARE ADAPTABLE AND CURIOUS INNOVATORS:As AI continues to evol...]]></description><guid isPermaLink="false">BLwpWDx1</guid><pubDate>Tue, 13 Jun 2023 08:32:23 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54328855/zbutbp1fucncebtw6go07qjrr6oozbnhvzeytvcz.mp3" length="2015424" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0be356f-b007-492d-8096-9547b5d1a081/e0be356f-b007-492d-8096-9547b5d1a081.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0be356f-b007-492d-8096-9547b5d1a081/e0be356f-b007-492d-8096-9547b5d1a081.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/e0be356f-b007-492d-8096-9547b5d1a081/e0be356f-b007-492d-8096-9547b5d1a081.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Harnessing the Power of Dyslexic Thinkers and AI: An Unstoppable Force for Workplace TransformationKate Griggs, from Global Charity, Made By Dyslexia looks at the AI revolution and how one group of individuals stands out as uniquely positioned to...</itunes:subtitle><itunes:summary><![CDATA[Harnessing the Power of Dyslexic Thinkers and AI: An Unstoppable Force for Workplace TransformationKate Griggs, from Global Charity, Made By Dyslexia looks at the AI revolution and how one group of individuals stands out as uniquely positioned to unlock AI’s full potential: Dyslexic Thinkers  .The advent of  artificial intelligence (AI)  has sparked a revolution that is reshaping workplaces across the globe. But one group of individuals stands out as uniquely positioned to unlock AI’s full potential: Dyslexic Thinkers. In collaboration with Richard Branson and Virgin, we launched the DyslexAI campaign highlighting the synergy between Dyslexic Thinkers and AI, demonstrating how this partnership can bring about positive transformations and future-proof businesses.There are a number of compelling reasons why Dyslexic Thinkers and AI form an unstoppable force for success; from the skills AI can’t replace, to being curious big-picture thinkers – AI &amp; Dyslexic Thinking has the potential to be an unstoppable force.SOFT SKILLS THAT AI CANNOT REPLACE:While AI has made significant strides in replicating various skills, it falls short in replacing the sought-after “soft” or “power” skills crucial in today’s workplace. Skills such as creativity, adaptability, leadership, innovation, problem-solving, and critical thinking are inherent in Dyslexic Thinking. These skills, highlighted in the World Economic Forum’s “Skills for the Future” report, are highly valued by employers. While AI cannot replace these skills, it can complement them, amplifying the impact of Dyslexic Thinkers in the workplace.AI AS AN INNOVATIVE CO-PILOT FOR DYSLEXIC THINKERS:Recent research suggests that AI serves as an ideal co-pilot for Dyslexic Thinkers, empowering them to innovate. AI excels at quickly aggregating vast amounts of information, enabling Dyslexic Thinkers to access valuable content efficiently. It also generates initial drafts or templates that can be easily adapted, saving Dyslexic Thinkers from challenging tasks like extensive reading and creating drafts. By leveraging AI, Dyslexic Thinkers can fully embrace their unique thinking style, leading to enhanced innovation. In fact, 72% of dyslexics perceive AI tools, such as  ChatGPT  , as valuable starting points to apply their Dyslexic Thinking and drive innovation.DYSLEXIC THINKERS: ASKING THE RIGHT QUESTIONS, AI PROVIDING THE ANSWERS:Successful utilisation of AI platforms like ChatGPT relies on asking the right questions. Dyslexic Thinkers possess a natural inclination for questioning and exploring, enabling them to ask insightful and impactful questions. Their ability to see the bigger picture, think creatively, and approach problems from unique angles ensures they extract relevant and essential information from AI. An impressive number of dyslexics excel in the Dyslexic Thinking skill of Reasoning, which involves understanding patterns, evaluating possibilities, and making decisions. This proficiency not only makes Dyslexic Thinkers valuable contributors to any team in terms of generating innovative solutions but also equips them with an advantage in maximizing the potential of AI platforms.DYSLEXIC THINKERS AS SKILLED STORYTELLERS:Storytelling has been at the core of human communication for centuries. Dyslexic Thinkers possess exceptional storytelling abilities, crucial in simplifying complex information and conveying it effectively to others. With the rise of information overload in the digital age, dyslexics excel at distilling the essence of a story and delivering it in a clear and relatable way. In fact, dyslexics index above average in the soft or power skill of Communicating, allowing them to cut through the noise and craft engaging stories. Combined with their high levels of emotional intelligence and their ability to connect with others, dyslexics are adept at sharing compelling narratives that resonate with audiences.DYSLEXICS ARE ADAPTABLE AND CURIOUS INNOVATORS:As AI continues to...]]></itunes:summary><itunes:duration>336</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Education System Must Prepare Schoolchildren for Lifelong Learning and Career Changes</title><link>https://www.spreaker.com/episode/the-education-system-must-prepare-schoolchildren-for-lifelong-learning-and-career-changes--54275246</link><description><![CDATA[The Education System Must Prepare Schoolchildren for Lifelong Learning and Career ChangesIn this article, Neil explains why, in the face of the wave of new technology, the education system needs to reform, and fast, to be fit for purpose.THE DAYS OF A JOB FOR LIFE ARE WELL AND TRULY OVERA couple of years ago, there was a big splash in the papers when  Lucy Kellaway  at 58 changed career from being a top journalist to becoming a teacher. It was a ‘story’ because this behaviour was unusual; most people might switch jobs a few times, but converting to a wholly different career was unusual. Sensing that there might be a trend developing, she even created a charity,  Now Teach  , to support other people in the same career-change predicament.Lucy’s articles got me thinking about how ‘all things work-related’ has evolved from previous generations. Back in the day when one of the ‘  the silent generation  ’ joined The Bank (or wherever) straight from school, they often held a ‘  job for life  ’ within the organisation and then spent their working life with that one employer, ticking off the days till retirement with the promise of a juicy pension.As Kellaway explains, it was not uncommon to make a “small change” of job-hopping, like when she “moved from one school to another”, but only a few people made the “big change” of career by “swapping newsroom for the classroom”. In a quick straw poll of baby-boomer friends and ex-colleagues, I found that most had followed similar paths of around 2 careers per working life and I can’t help but feel that this number is set to increase for younger people.The days of one vocation over a lifetime have all but disappeared and young people about to embark on the employment journey need to be aware of the implications of this; for them the future will be vastly different.CURRENT JOBS ARE DISAPPEARING AND DEGRADING FASTIt has been predicted that up to  300 million jobs  worldwide could be “lost or degraded” in the imminent new tech era and around 83 million positions worldwide will be “eradicated” by as soon as 2027.  The fastest-declining roles  at risk of extinction today by technology and digitalisation are: clerical or secretarial roles, like bank clerks and tellers, post office clerks, cashiers and ticket clerks; and administrative roles, like data entry and basic accounting clerks. Oh, did I mention clerks? And, also, positions in traditional security, factories and commerce.According to career coach,  Caroline Castrillon  : “Lifetime employment at a single job is largely a thing of the past.” She goes on to say that ‘non-linear’ careers are likely to become more accepted by employers and companies will expect employees to be flexible and adaptable, “leveraging your transferable skills and stepping outside your comfort zone.” There is a trend for companies to embrace  skills-based hiring  .“EVERY DISADVANTAGE HAS ITS ADVANTAGE”: CRUYFFIt’s not all despondency however; while it is true that AI and automation are likely to transform the jobs market in the coming years, it is important to bear in mind that the advent of new technologies will also create new work  opportunities  that we cannot yet fully anticipate. In fact, Brynjolfsson and McAfee, in the  Second Machine Age  , argue that generative software is so dexterous that it is impossible to predict the applications in just a few years’ time. Large-scale and  fast job growth  is predicted in digital commerce and trade connected with AI and analysis. It is also expected that there will be high growth in specialist roles associated with machine operation in sectors like agriculture and technology and many millions of additional jobs in education, such as vocational, university and higher education teachers, as the drive for training, retraining, reskilling, upskilling and lifelong learning takes hold.It is not surprising that  many experts  in the employment field believe that people in future will have substantially more career fluctuation. Yo...]]></description><guid isPermaLink="false">DLV1pVzb</guid><pubDate>Mon, 12 Jun 2023 08:30:48 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54275246/hkfyzxx6z5rnceaedrvzizh6o9czucoph9etsjmw.mp3" length="3971664" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85a9bd6d-59af-4ebb-a092-95aaf91f9118/85a9bd6d-59af-4ebb-a092-95aaf91f9118.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85a9bd6d-59af-4ebb-a092-95aaf91f9118/85a9bd6d-59af-4ebb-a092-95aaf91f9118.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/85a9bd6d-59af-4ebb-a092-95aaf91f9118/85a9bd6d-59af-4ebb-a092-95aaf91f9118.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Education System Must Prepare Schoolchildren for Lifelong Learning and Career ChangesIn this article, Neil explains why, in the face of the wave of new technology, the education system needs to reform, and fast, to be fit for purpose.THE DAYS OF A...</itunes:subtitle><itunes:summary><![CDATA[The Education System Must Prepare Schoolchildren for Lifelong Learning and Career ChangesIn this article, Neil explains why, in the face of the wave of new technology, the education system needs to reform, and fast, to be fit for purpose.THE DAYS OF A JOB FOR LIFE ARE WELL AND TRULY OVERA couple of years ago, there was a big splash in the papers when  Lucy Kellaway  at 58 changed career from being a top journalist to becoming a teacher. It was a ‘story’ because this behaviour was unusual; most people might switch jobs a few times, but converting to a wholly different career was unusual. Sensing that there might be a trend developing, she even created a charity,  Now Teach  , to support other people in the same career-change predicament.Lucy’s articles got me thinking about how ‘all things work-related’ has evolved from previous generations. Back in the day when one of the ‘  the silent generation  ’ joined The Bank (or wherever) straight from school, they often held a ‘  job for life  ’ within the organisation and then spent their working life with that one employer, ticking off the days till retirement with the promise of a juicy pension.As Kellaway explains, it was not uncommon to make a “small change” of job-hopping, like when she “moved from one school to another”, but only a few people made the “big change” of career by “swapping newsroom for the classroom”. In a quick straw poll of baby-boomer friends and ex-colleagues, I found that most had followed similar paths of around 2 careers per working life and I can’t help but feel that this number is set to increase for younger people.The days of one vocation over a lifetime have all but disappeared and young people about to embark on the employment journey need to be aware of the implications of this; for them the future will be vastly different.CURRENT JOBS ARE DISAPPEARING AND DEGRADING FASTIt has been predicted that up to  300 million jobs  worldwide could be “lost or degraded” in the imminent new tech era and around 83 million positions worldwide will be “eradicated” by as soon as 2027.  The fastest-declining roles  at risk of extinction today by technology and digitalisation are: clerical or secretarial roles, like bank clerks and tellers, post office clerks, cashiers and ticket clerks; and administrative roles, like data entry and basic accounting clerks. Oh, did I mention clerks? And, also, positions in traditional security, factories and commerce.According to career coach,  Caroline Castrillon  : “Lifetime employment at a single job is largely a thing of the past.” She goes on to say that ‘non-linear’ careers are likely to become more accepted by employers and companies will expect employees to be flexible and adaptable, “leveraging your transferable skills and stepping outside your comfort zone.” There is a trend for companies to embrace  skills-based hiring  .“EVERY DISADVANTAGE HAS ITS ADVANTAGE”: CRUYFFIt’s not all despondency however; while it is true that AI and automation are likely to transform the jobs market in the coming years, it is important to bear in mind that the advent of new technologies will also create new work  opportunities  that we cannot yet fully anticipate. In fact, Brynjolfsson and McAfee, in the  Second Machine Age  , argue that generative software is so dexterous that it is impossible to predict the applications in just a few years’ time. Large-scale and  fast job growth  is predicted in digital commerce and trade connected with AI and analysis. It is also expected that there will be high growth in specialist roles associated with machine operation in sectors like agriculture and technology and many millions of additional jobs in education, such as vocational, university and higher education teachers, as the drive for training, retraining, reskilling, upskilling and lifelong learning takes hold.It is not surprising that  many experts  in the employment field believe that people in future will have substantially more career...]]></itunes:summary><itunes:duration>662</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Further Education’s role in tackling Digital Poverty through skills</title><link>https://www.spreaker.com/episode/further-education-s-role-in-tackling-digital-poverty-through-skills--54147903</link><description><![CDATA[Further Education’s role in tackling Digital Poverty through skillsDigital Poverty remains a pressing issue with millions in the UK being left behind as technological advances storm ahead. It’s more important than ever for further education to play its part in tackling this social issue.We are in midst of a period of accelerated technological change characterised by rapid advancements in areas including artificial intelligence, the metaverse and quantum computing. This brave new world has many opportunities, but evidently a range of risks too. Among these is the ever-present concern that individuals may find themselves ill-prepared to navigate and thrive in the rapidly evolving digital landscape.Access to essential digital skills is becoming paramount for individuals to participate fully in society and the economy, however, a concerning reality persists in the United Kingdom whereby a significant number of individuals lack the basic digital skills that are essential to everyday life.According to reports, approximately  10 million  adults in the UK lack essential digital skills, severely limiting their access to education, employment opportunities, and crucial services.The  National Delivery Plan  , recently launched by the Digital Poverty Alliance, highlights the need for collaborative efforts to tackle this multifaceted issue. In this context, Further Education (FE) colleges will be key partners to help individuals to acquire essential digital skills both now and, in the future.CLOSING THE SKILLS GAPIn recent years, the demand for digital skills across all sectors of society has increased significantly, leading to a rapid expansion of educational programmes focussed on higher level digital skills. While advanced digital skills are undoubtedly important, we must equally focus on ensuring that people without basic digital capability are given the support they need.It is welcome that in England the Government has introduced fully funded courses for adults lacking essential digital skills and the upcoming functional digital skills qualification will provide much needed support to close the essential digital skills gap. There is clearly a massive role that schools, colleges and universities will continue to play to build essential digital skills among learners, within the education workforce and across local communities.However, the reality is that despite these initiatives the need for essential digital skills far outweighs the numbers of people who have accessed training. From 2020-2022 only 13,580 people achieved essential digital skills qualifications, which represents a fraction of the 10 million adults across the UK with limited digital capability.The core challenge is that the people who could benefit most from essential digital skills training may also be those who have had negative experiences with formal education. Many of the people who are digitally excluded aren’t necessarily interested in a formal qualification. They are much more interested in accomplishing practical tasks which access to the internet can facilitate; this includes tasks like keeping in touch with family and friends, looking for a new job or accessing and booking GP appointments online.As such, we argue that there needs to be a greater focus on providing informal forms of digital skills support alongside more formal qualification-based routes. On both counts, we would argue further education colleges are uniquely well positioned to help.LOCAL SOLUTIONS TO DIGITAL POVERTYEnding digital exclusion relies to a large extent on ensuring that support is available to people at a local level and meets them at the point of need.An area where further education colleges can be particularly impactful is in relation to the support they provide to local employers.Even where individuals may have foundational essential digital skills, they may not have the capability to use digital skills effectively in the workplace. There are great opportunities to raise awareness...]]></description><guid isPermaLink="false">Zxn5ZBLj</guid><pubDate>Fri, 09 Jun 2023 08:31:22 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54147903/qexh7r4p8luk2ml1dtsnqmlvnvijx4fqpko0ycfm.mp3" length="2035728" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060/8ded5d2d-4b34-49f9-9da0-5d45c0e3a060.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Further Education’s role in tackling Digital Poverty through skillsDigital Poverty remains a pressing issue with millions in the UK being left behind as technological advances storm ahead. It’s more important than ever for further education to play...</itunes:subtitle><itunes:summary><![CDATA[Further Education’s role in tackling Digital Poverty through skillsDigital Poverty remains a pressing issue with millions in the UK being left behind as technological advances storm ahead. It’s more important than ever for further education to play its part in tackling this social issue.We are in midst of a period of accelerated technological change characterised by rapid advancements in areas including artificial intelligence, the metaverse and quantum computing. This brave new world has many opportunities, but evidently a range of risks too. Among these is the ever-present concern that individuals may find themselves ill-prepared to navigate and thrive in the rapidly evolving digital landscape.Access to essential digital skills is becoming paramount for individuals to participate fully in society and the economy, however, a concerning reality persists in the United Kingdom whereby a significant number of individuals lack the basic digital skills that are essential to everyday life.According to reports, approximately  10 million  adults in the UK lack essential digital skills, severely limiting their access to education, employment opportunities, and crucial services.The  National Delivery Plan  , recently launched by the Digital Poverty Alliance, highlights the need for collaborative efforts to tackle this multifaceted issue. In this context, Further Education (FE) colleges will be key partners to help individuals to acquire essential digital skills both now and, in the future.CLOSING THE SKILLS GAPIn recent years, the demand for digital skills across all sectors of society has increased significantly, leading to a rapid expansion of educational programmes focussed on higher level digital skills. While advanced digital skills are undoubtedly important, we must equally focus on ensuring that people without basic digital capability are given the support they need.It is welcome that in England the Government has introduced fully funded courses for adults lacking essential digital skills and the upcoming functional digital skills qualification will provide much needed support to close the essential digital skills gap. There is clearly a massive role that schools, colleges and universities will continue to play to build essential digital skills among learners, within the education workforce and across local communities.However, the reality is that despite these initiatives the need for essential digital skills far outweighs the numbers of people who have accessed training. From 2020-2022 only 13,580 people achieved essential digital skills qualifications, which represents a fraction of the 10 million adults across the UK with limited digital capability.The core challenge is that the people who could benefit most from essential digital skills training may also be those who have had negative experiences with formal education. Many of the people who are digitally excluded aren’t necessarily interested in a formal qualification. They are much more interested in accomplishing practical tasks which access to the internet can facilitate; this includes tasks like keeping in touch with family and friends, looking for a new job or accessing and booking GP appointments online.As such, we argue that there needs to be a greater focus on providing informal forms of digital skills support alongside more formal qualification-based routes. On both counts, we would argue further education colleges are uniquely well positioned to help.LOCAL SOLUTIONS TO DIGITAL POVERTYEnding digital exclusion relies to a large extent on ensuring that support is available to people at a local level and meets them at the point of need.An area where further education colleges can be particularly impactful is in relation to the support they provide to local employers.Even where individuals may have foundational essential digital skills, they may not have the capability to use digital skills effectively in the workplace. There are great opportunities to raise...]]></itunes:summary><itunes:duration>340</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Maths and English Report shows important role of online learning</title><link>https://www.spreaker.com/episode/maths-and-english-report-shows-important-role-of-online-learning--54147896</link><description><![CDATA[Maths and English Report shows important role of online learningMark Dawe, CEO of The Skills Network, says latest research shows that embracing online learning for Maths and English can help improve results – but that the Government needs to listen to enable this to happen  .THE LATEST RESEARCH SHOWS EMBRACING ONLINE LEARNING FOR MATHS AND ENGLISH CAN HELP IMPROVE RESULTS – THE GOVERNMENT NEEDS TO LISTENLast month, The Skills Network unveiled groundbreaking research using the experiences of learners to help inform the conversation around how we improve learning around Maths and English across the UK.The research outlined a variety of ways that practical improvements could be made, but one of the key findings was that 64.05% of people surveyed believed that incorporating more technology could improve students’ opinions of Maths and English – helping to tackle the widely held view that these can be ‘boring’ subjects in the classroom.It is noticeable that the 25-34 age range – a key demographic when looking at filling skills shortages in the job market – gave a considerably more favourable response than average, with 80.17% wanting to use more technology for core learning.WE NEED TO WORK TOGETHER TO TACKLE STIGMAIt is clear that as a country we need to work together to tackle stigma, listen to learners and use the latest advancements in technology to help improve outcomes – and we need to find blended approaches, tailored to the needs of individual learners – but alongside this we need buy in from Government and others to ensure that we let go of the comfort blanket of old ways of working, that often hold people back.The Government seems afraid of embracing modern ways of working. For example, in recent days, we have seen the Chancellor of the Exchequer saying that the ‘default’ position for workers should be working from offices, rather than allowing people to work online in more flexible ways, where jobs allow this. The half empty offices on Whitehall bear testament to the fact that this restrictive view won’t prove popular amongst workers, but more importantly it is unlikely to prove effective at driving up achievement.THE IMPORTANCE OF CORE OR FUNCTIONAL SKILLS IS A HOT TOPIC RIGHT NOW.Everyone agrees that Maths and English are vitally important along with digital skills, particularly with the recent acceleration of artificial intelligence – and probably, more recently, also an understanding of the green agenda. Along with broader ‘employability skills’, all of these factors are likely to impact every job in the country.If the Prime Minister and his colleagues are serious that they want Britain to ‘reimagine’ its approach to numeracy and ensure that young people ‘feel confident’ with finances, what they need to do is listen and learn. Sadly little meaningful progress has been made for those that need this help the most in recent years – and that is because difficult decisions need to be made in order to transform learning opportunities, career opportunities and life outcomes for the better.Our research also showed that cultural indifference plays a powerful part when it comes to accessing decent foundations in core subjects – with many people continuing to feel being bad at Maths is somehow socially acceptable (more so than being bad at English), even though 46.2% of respondents said that they needed to have a GCSE (or equivalent) in Maths (or a GCSE in Maths and English) in order to start their first job after school.As one of the UK’s leading online learning providers, The Skills Network are uniquely positioned to help the sector and decision-makers in Government understand these issues. We work to upskill over 35,000 learners in the UK each year; we work with 5,000 organisations across a variety of sectors; we partner with over 500 colleges and independent learning providers; and over the last decade we have helped over 1.6 million learners through our bespoke online learning portal EQUAL. Listening and learning, together...]]></description><guid isPermaLink="false">E9bokBzZ</guid><pubDate>Fri, 09 Jun 2023 08:31:22 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54147896/0ggqzm7mbwckkrabfkoz6aadx6cnkbqxobspheqd.mp3" length="2299392" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2d127dd3-af19-409b-97fe-e56efb3a4a91/2d127dd3-af19-409b-97fe-e56efb3a4a91.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2d127dd3-af19-409b-97fe-e56efb3a4a91/2d127dd3-af19-409b-97fe-e56efb3a4a91.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2d127dd3-af19-409b-97fe-e56efb3a4a91/2d127dd3-af19-409b-97fe-e56efb3a4a91.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Maths and English Report shows important role of online learningMark Dawe, CEO of The Skills Network, says latest research shows that embracing online learning for Maths and English can help improve results – but that the Government needs to listen to...</itunes:subtitle><itunes:summary><![CDATA[Maths and English Report shows important role of online learningMark Dawe, CEO of The Skills Network, says latest research shows that embracing online learning for Maths and English can help improve results – but that the Government needs to listen to enable this to happen  .THE LATEST RESEARCH SHOWS EMBRACING ONLINE LEARNING FOR MATHS AND ENGLISH CAN HELP IMPROVE RESULTS – THE GOVERNMENT NEEDS TO LISTENLast month, The Skills Network unveiled groundbreaking research using the experiences of learners to help inform the conversation around how we improve learning around Maths and English across the UK.The research outlined a variety of ways that practical improvements could be made, but one of the key findings was that 64.05% of people surveyed believed that incorporating more technology could improve students’ opinions of Maths and English – helping to tackle the widely held view that these can be ‘boring’ subjects in the classroom.It is noticeable that the 25-34 age range – a key demographic when looking at filling skills shortages in the job market – gave a considerably more favourable response than average, with 80.17% wanting to use more technology for core learning.WE NEED TO WORK TOGETHER TO TACKLE STIGMAIt is clear that as a country we need to work together to tackle stigma, listen to learners and use the latest advancements in technology to help improve outcomes – and we need to find blended approaches, tailored to the needs of individual learners – but alongside this we need buy in from Government and others to ensure that we let go of the comfort blanket of old ways of working, that often hold people back.The Government seems afraid of embracing modern ways of working. For example, in recent days, we have seen the Chancellor of the Exchequer saying that the ‘default’ position for workers should be working from offices, rather than allowing people to work online in more flexible ways, where jobs allow this. The half empty offices on Whitehall bear testament to the fact that this restrictive view won’t prove popular amongst workers, but more importantly it is unlikely to prove effective at driving up achievement.THE IMPORTANCE OF CORE OR FUNCTIONAL SKILLS IS A HOT TOPIC RIGHT NOW.Everyone agrees that Maths and English are vitally important along with digital skills, particularly with the recent acceleration of artificial intelligence – and probably, more recently, also an understanding of the green agenda. Along with broader ‘employability skills’, all of these factors are likely to impact every job in the country.If the Prime Minister and his colleagues are serious that they want Britain to ‘reimagine’ its approach to numeracy and ensure that young people ‘feel confident’ with finances, what they need to do is listen and learn. Sadly little meaningful progress has been made for those that need this help the most in recent years – and that is because difficult decisions need to be made in order to transform learning opportunities, career opportunities and life outcomes for the better.Our research also showed that cultural indifference plays a powerful part when it comes to accessing decent foundations in core subjects – with many people continuing to feel being bad at Maths is somehow socially acceptable (more so than being bad at English), even though 46.2% of respondents said that they needed to have a GCSE (or equivalent) in Maths (or a GCSE in Maths and English) in order to start their first job after school.As one of the UK’s leading online learning providers, The Skills Network are uniquely positioned to help the sector and decision-makers in Government understand these issues. We work to upskill over 35,000 learners in the UK each year; we work with 5,000 organisations across a variety of sectors; we partner with over 500 colleges and independent learning providers; and over the last decade we have helped over 1.6 million learners through our bespoke online learning portal EQUAL. Listening and learning,...]]></itunes:summary><itunes:duration>384</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>BLG’s Call to Action on Ethnic Equity in FE</title><link>https://www.spreaker.com/episode/blg-s-call-to-action-on-ethnic-equity-in-fe--54136571</link><description><![CDATA[BLG’s Call to Action on Ethnic Equity in FEWith the number of black college CEOs falling nationwide, Robin Landman OBE, director of Black Leadership Group, explains why we need a roadmap for ethnic equity in FE.Nearly three years ago, we wrote an  Open Letter  that highlighted two major concerns: the continued under-representation of Black staff at all levels of the college workforce and the stubborn and significant attainment gaps for Black students when compared to their peers. We believe there is a correlation between these two facts.The bad news is that the number of Black CEOs in 2020 – 17 of a total of 244 (7%) has fallen to 14 (6% of 277). In London the total number of four Black principals has fallen to a single individual – in our hyper-diverse  capital city, home to roughly 50% of the Black population of the UK  . The DfE FE Workforce data exercise is published in the Autumn and will complete the picture for representation in governance, and in staffing roles below principal. Anecdotal evidence indicates it won’t be good news. What we do know is that across all phases of education in England the common denominator is that Black pupil/student intake is at or around 30% – one in three of the totals in all phases.Responses to our open letter from system and college leaders ranged from silence, through to action in signing our letter, which eventually reached a figure of 500 sector professionals and others willing to have their names added. Largely, and unfortunately, system leaders were slower to respond. It’s fair to say that the concerted, systemic response we were seeking has been sadly lacking. Many stopped short of action beyond simply signing the letter when it’s clear that it’s everyone’s responsibility.A LOST OPPORTUNITY?George Floyd’s death in 2020 was the spark for creating the Black Leadership Group (BLG). The recent  3  rd  anniversary of his murder  was a time for a stocktake on what – if anything – has changed, and whether the specific red flags in our Open Letter were heeded and acted upon.The persistent attainment gaps remain, and black students find themselves over-represented in colleges, but under-represented in apprenticeships and in the workforce, at a time of a profound post-pandemic labour shortage. There is no plausible explanation for this that does not feature at least some level of discriminatory practices by institutional ‘gatekeepers’ in colleges, other apprenticeship providers and employers.Encouragingly, the response at institutional and organisation level has been far more positive. The 10 Points in our Open Letter formed the framework for the  10 Point Plan Diagnostic Toolkit  co-designed by Amarjit Basi and Stella Mbubaegbu CBE, which we launched as an integral part of the BLG Affiliation proposition in February 2021. A growing number of colleges across the four nations have signed up and have embarked on their own bespoke anti-racist process, and we are working with the Welsh government on implementing their world-leading  Anti-Racist Wales 2030 ambition  . Affiliates have spread beyond FE colleges to incorporate private companies, charitable organisations, MAT schools and national organisations.WE KNOW WHAT WORKSWhat’s clear is that what little that has been done by FE system leaders and stakeholders falls far short of being adequate. We know what works – we have a template in the Report of the  Commission for Black Staff in FE ‘Challenging Racism: Further education leading the way’, 2003  , which established successful interventions such as the Black Leadership Initiative (BLI) and the ‘First Steps to Leadership’ proposed and run by the Network for Black Professionals. These and other success stories established a black talent pipeline that was abruptly ended by austerity.When our Open Letter was published, the collective FE response was, metaphorically speaking, ‘How did that happen?’. The regression happened because it was mistakenly (perhaps conveniently) believed that race equali...]]></description><guid isPermaLink="false">2L8OAgz6</guid><pubDate>Thu, 08 Jun 2023 08:32:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54136571/qog1bgosttcpqn5qv0hmjbue9zoktyocqkt5vfur.mp3" length="1511328" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fd459204-3c07-49d4-a271-7c9686b88521/fd459204-3c07-49d4-a271-7c9686b88521.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fd459204-3c07-49d4-a271-7c9686b88521/fd459204-3c07-49d4-a271-7c9686b88521.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/fd459204-3c07-49d4-a271-7c9686b88521/fd459204-3c07-49d4-a271-7c9686b88521.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>BLG’s Call to Action on Ethnic Equity in FEWith the number of black college CEOs falling nationwide, Robin Landman OBE, director of Black Leadership Group, explains why we need a roadmap for ethnic equity in FE.Nearly three years ago, we wrote an...</itunes:subtitle><itunes:summary><![CDATA[BLG’s Call to Action on Ethnic Equity in FEWith the number of black college CEOs falling nationwide, Robin Landman OBE, director of Black Leadership Group, explains why we need a roadmap for ethnic equity in FE.Nearly three years ago, we wrote an  Open Letter  that highlighted two major concerns: the continued under-representation of Black staff at all levels of the college workforce and the stubborn and significant attainment gaps for Black students when compared to their peers. We believe there is a correlation between these two facts.The bad news is that the number of Black CEOs in 2020 – 17 of a total of 244 (7%) has fallen to 14 (6% of 277). In London the total number of four Black principals has fallen to a single individual – in our hyper-diverse  capital city, home to roughly 50% of the Black population of the UK  . The DfE FE Workforce data exercise is published in the Autumn and will complete the picture for representation in governance, and in staffing roles below principal. Anecdotal evidence indicates it won’t be good news. What we do know is that across all phases of education in England the common denominator is that Black pupil/student intake is at or around 30% – one in three of the totals in all phases.Responses to our open letter from system and college leaders ranged from silence, through to action in signing our letter, which eventually reached a figure of 500 sector professionals and others willing to have their names added. Largely, and unfortunately, system leaders were slower to respond. It’s fair to say that the concerted, systemic response we were seeking has been sadly lacking. Many stopped short of action beyond simply signing the letter when it’s clear that it’s everyone’s responsibility.A LOST OPPORTUNITY?George Floyd’s death in 2020 was the spark for creating the Black Leadership Group (BLG). The recent  3  rd  anniversary of his murder  was a time for a stocktake on what – if anything – has changed, and whether the specific red flags in our Open Letter were heeded and acted upon.The persistent attainment gaps remain, and black students find themselves over-represented in colleges, but under-represented in apprenticeships and in the workforce, at a time of a profound post-pandemic labour shortage. There is no plausible explanation for this that does not feature at least some level of discriminatory practices by institutional ‘gatekeepers’ in colleges, other apprenticeship providers and employers.Encouragingly, the response at institutional and organisation level has been far more positive. The 10 Points in our Open Letter formed the framework for the  10 Point Plan Diagnostic Toolkit  co-designed by Amarjit Basi and Stella Mbubaegbu CBE, which we launched as an integral part of the BLG Affiliation proposition in February 2021. A growing number of colleges across the four nations have signed up and have embarked on their own bespoke anti-racist process, and we are working with the Welsh government on implementing their world-leading  Anti-Racist Wales 2030 ambition  . Affiliates have spread beyond FE colleges to incorporate private companies, charitable organisations, MAT schools and national organisations.WE KNOW WHAT WORKSWhat’s clear is that what little that has been done by FE system leaders and stakeholders falls far short of being adequate. We know what works – we have a template in the Report of the  Commission for Black Staff in FE ‘Challenging Racism: Further education leading the way’, 2003  , which established successful interventions such as the Black Leadership Initiative (BLI) and the ‘First Steps to Leadership’ proposed and run by the Network for Black Professionals. These and other success stories established a black talent pipeline that was abruptly ended by austerity.When our Open Letter was published, the collective FE response was, metaphorically speaking, ‘How did that happen?’. The regression happened because it was mistakenly (perhaps conveniently) believed that race...]]></itunes:summary><itunes:duration>378</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>'Permacrisis' leading to negative feelings about the future and could learning be the answer?</title><link>https://www.spreaker.com/episode/permacrisis-leading-to-negative-feelings-about-the-future-and-could-learning-be-the-answer--54136563</link><description><![CDATA['Permacrisis' leading to negative feelings about the future and could learning be the answer?In this article, Catherine Orridge shares how education can offer direction and confidence for adults during times of ‘permacrisis’, emphasising the mental and physical health benefits of learning.Ending 2022 with “permacrisis”; the Collins Dictionary word of the year sums up how many people feel about the events of the last year -or is that two, or three years? Lurching from one challenge to another has left many people feeling confused, exhausted and negative towards the future.In a time of permacrisis, adults that focus on learning are supporting their physical and mental health says Catherine Orridge, who suggests that when people are feeling rudderless, they need new direction and somewhere to anchor themselves, making the structure of learning and the connectivity offered by education a great place to start.LEARNING CAN PROVIDE A HEALTH BOOSTStudies have shown that adult education can improve mental and physical health, and aid financial stability, social mobility, and employability, all of which we champion at Newcastle College.A  study  by the House of Commons Education Committee showed a direct link between older adults (aged 50–69) and higher well-being, along with a reduction in the number of GP visits.It also highlighted that people participating in one to two lifelong learning courses between the ages of 33 and 42 results in a 3% increase in the probability of giving up smoking, while participating in three to ten courses increases the percentage of people taking part in exercise from 38% to 45%.Education has proven physical benefits for its participants, but it is undeniable that adult learners notice huge changes in many other aspects of their lives.  Studies  have also shown that lifelong learning can improve cognitive function and, in some cases, reduce age-related decline, such as dementia. It’s a way to keep our minds active and engaged, to stay curious and open to new ideas, and to continue growing as individuals.There are mental health benefits to adult education, too. In the report  ‘Future of Skills &amp; Lifelong Learning’  , it was shown that adult learning helps to create a greater sense of identity, with 12% of participants saying they have ‘more control in their lives’. Learning is more than the knowledge gained. It helps to foster a sense of connection to the world around you, your place in it and connectivity to others.Research  from LinkedIn showed the benefits of learning whilst in employment. Almost 1 in 4 people said their self-confidence has improved, and 21% have said they are more confident at work. The survey also highlights the wider benefits of learning; one in eight learners say they have met new people and made new friends, that they have more understanding of other people and cultures.There are clear economic benefits, too, both at a wider societal level, and at an individual level, to participating in lifelong learning. As part of NCG, we work in partnership with colleges across our Group and employers across the country to support its mission to ‘enable social mobility and economic prosperity through exceptional education’.Data published by  Public Health  England, estimates that the lifetime return on investment of Level 1 courses for those aged 19–24 is £21.60 for every £1 invested. The Department’s evidence reports that adults over 25 with a full Level 2 qualification benefit from an average 8% increase in earnings following their course of study, which increases to 10% for adults with a full level 3 qualification.ADULT LEARNING SUCCESS IN THE NORTH EASTOnce found to have the lowest level of participation in adult learning by the Learning and Work Institute,  the latest evaluation in 2022  has shown that the North East has climbed the list by two places in 12 months.Our part in this is the College’s alignment with the North East Local Enterprise Partnership and its priorities for our regi...]]></description><guid isPermaLink="false">nzlkob9R</guid><pubDate>Thu, 08 Jun 2023 08:32:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54136563/daollhvxszbal0eaobokobhyyyhorczjjcgcc8vw.mp3" length="1349280" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9ae20709-ca9e-4bab-81f8-a8785171f236/9ae20709-ca9e-4bab-81f8-a8785171f236.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9ae20709-ca9e-4bab-81f8-a8785171f236/9ae20709-ca9e-4bab-81f8-a8785171f236.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9ae20709-ca9e-4bab-81f8-a8785171f236/9ae20709-ca9e-4bab-81f8-a8785171f236.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>'Permacrisis' leading to negative feelings about the future and could learning be the answer?In this article, Catherine Orridge shares how education can offer direction and confidence for adults during times of ‘permacrisis’, emphasising the mental...</itunes:subtitle><itunes:summary><![CDATA['Permacrisis' leading to negative feelings about the future and could learning be the answer?In this article, Catherine Orridge shares how education can offer direction and confidence for adults during times of ‘permacrisis’, emphasising the mental and physical health benefits of learning.Ending 2022 with “permacrisis”; the Collins Dictionary word of the year sums up how many people feel about the events of the last year -or is that two, or three years? Lurching from one challenge to another has left many people feeling confused, exhausted and negative towards the future.In a time of permacrisis, adults that focus on learning are supporting their physical and mental health says Catherine Orridge, who suggests that when people are feeling rudderless, they need new direction and somewhere to anchor themselves, making the structure of learning and the connectivity offered by education a great place to start.LEARNING CAN PROVIDE A HEALTH BOOSTStudies have shown that adult education can improve mental and physical health, and aid financial stability, social mobility, and employability, all of which we champion at Newcastle College.A  study  by the House of Commons Education Committee showed a direct link between older adults (aged 50–69) and higher well-being, along with a reduction in the number of GP visits.It also highlighted that people participating in one to two lifelong learning courses between the ages of 33 and 42 results in a 3% increase in the probability of giving up smoking, while participating in three to ten courses increases the percentage of people taking part in exercise from 38% to 45%.Education has proven physical benefits for its participants, but it is undeniable that adult learners notice huge changes in many other aspects of their lives.  Studies  have also shown that lifelong learning can improve cognitive function and, in some cases, reduce age-related decline, such as dementia. It’s a way to keep our minds active and engaged, to stay curious and open to new ideas, and to continue growing as individuals.There are mental health benefits to adult education, too. In the report  ‘Future of Skills &amp; Lifelong Learning’  , it was shown that adult learning helps to create a greater sense of identity, with 12% of participants saying they have ‘more control in their lives’. Learning is more than the knowledge gained. It helps to foster a sense of connection to the world around you, your place in it and connectivity to others.Research  from LinkedIn showed the benefits of learning whilst in employment. Almost 1 in 4 people said their self-confidence has improved, and 21% have said they are more confident at work. The survey also highlights the wider benefits of learning; one in eight learners say they have met new people and made new friends, that they have more understanding of other people and cultures.There are clear economic benefits, too, both at a wider societal level, and at an individual level, to participating in lifelong learning. As part of NCG, we work in partnership with colleges across our Group and employers across the country to support its mission to ‘enable social mobility and economic prosperity through exceptional education’.Data published by  Public Health  England, estimates that the lifetime return on investment of Level 1 courses for those aged 19–24 is £21.60 for every £1 invested. The Department’s evidence reports that adults over 25 with a full Level 2 qualification benefit from an average 8% increase in earnings following their course of study, which increases to 10% for adults with a full level 3 qualification.ADULT LEARNING SUCCESS IN THE NORTH EASTOnce found to have the lowest level of participation in adult learning by the Learning and Work Institute,  the latest evaluation in 2022  has shown that the North East has climbed the list by two places in 12 months.Our part in this is the College’s alignment with the North East Local Enterprise Partnership and its priorities for our...]]></itunes:summary><itunes:duration>338</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>Breaking the Snobbery: Degree Apprenticeships and Career Advancement</title><link>https://www.spreaker.com/episode/breaking-the-snobbery-degree-apprenticeships-and-career-advancement--54124989</link><description><![CDATA[Breaking the Snobbery: Degree Apprenticeships and Career AdvancementI have returned to the world of apprenticeship delivery, after a six-year “EPAO” hiatus, bringing with me a fresh perspective.Having once understood the widely held opinion that the rise of degree apprenticeships was often termed simply as a “land-grab” by the middle classes, I am now witnessing firsthand the transformative impact that degree apprenticeships can have on individuals, particularly those from underprivileged backgrounds.In a landscape where traditional higher education has long held a privileged status, the apprenticeship sector continues to face an ongoing battle against biases and misconceptions significantly in post-16 career advice and guidance. One such manifestation of this bias however is emerging from within, this time it is the reverse snobbery that undermines the value of higher-level, degree apprenticeships.I will attempt to offer a perspective from within a degree apprenticeship provider and challenge the belief that the apprenticeship system, levy and all, should be exclusively reserved for lower levels of vocational education, and aim to shed light on the immense career opportunities that higher-level apprenticeships offer.THE MIDDLE-CLASS MYTHGrowing up in a mining village in South Yorkshire, I had a very solid working-class upbringing that shaped my perspective on education and career opportunities. The economic decline experienced in the South Yorkshire coalfields during the 1980s had a profound impact on communities, education providers and the wider economy which resulted in limited educational opportunities for many.One prevailing criticism against degree apprenticeships is the perception that they predominantly benefit the middle class, enabling them to seize all the opportunities which the apprenticeship levy offers, while leaving the perceived working-class individual behind. However, this assumption fails to acknowledge the true potential of degree apprenticeships to break down barriers and provide equal access to career and professional advancement.The belief that apprenticeship funding should only be directed towards lower-level qualifications is often rooted in a number of factors.Firstly, there exists a historical association between apprenticeships and skilled trades such as construction, catering or hairdressing, which are commonly and wrongly perceived as more suitable for individuals from working-class backgrounds and that lower-level apprenticeships are the only route out of economic depravity.Secondly, there is a concern about the allocation of limited resources. The apprenticeship levy is a fund collected from employers to support apprenticeship training and development. Some argue that these funds should be prioritised for lower-level apprenticeships, which are seen as more directly aligned with workforce development and addressing skills shortages. From this perspective, investing in higher education through the apprenticeship levy may be seen as diverting resources away from areas with more immediate labour market needs.Thirdly, there may be a belief that higher education should be funded through alternative channels, such as tuition fees or student loans. The idea is that individuals pursuing higher education should bear the financial responsibility themselves, rather than relying on funds collected specifically for apprenticeships. This viewpoint emphasises personal accountability and the principle of individual investment in education.It is important to note that these opinions may be influenced by a variety of factors, including cultural and societal perceptions of apprenticeships and higher education, as well as economic and political considerations. The debate around the funding of higher education through the apprenticeship levy is complex and multifaceted, with varying perspectives on the appropriate use of these resources and the balance between different levels of education and training.It is crucia...]]></description><guid isPermaLink="false">BzJqBg9r</guid><pubDate>Wed, 07 Jun 2023 08:32:35 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54124989/delyirfchesbohlyqgrrgzjzw0aqwus6clhpyjuo.mp3" length="2528736" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/09e72245-75fb-433a-ba27-d4a863a1656e/09e72245-75fb-433a-ba27-d4a863a1656e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/09e72245-75fb-433a-ba27-d4a863a1656e/09e72245-75fb-433a-ba27-d4a863a1656e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/09e72245-75fb-433a-ba27-d4a863a1656e/09e72245-75fb-433a-ba27-d4a863a1656e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Breaking the Snobbery: Degree Apprenticeships and Career AdvancementI have returned to the world of apprenticeship delivery, after a six-year “EPAO” hiatus, bringing with me a fresh perspective.Having once understood the widely held opinion that the...</itunes:subtitle><itunes:summary><![CDATA[Breaking the Snobbery: Degree Apprenticeships and Career AdvancementI have returned to the world of apprenticeship delivery, after a six-year “EPAO” hiatus, bringing with me a fresh perspective.Having once understood the widely held opinion that the rise of degree apprenticeships was often termed simply as a “land-grab” by the middle classes, I am now witnessing firsthand the transformative impact that degree apprenticeships can have on individuals, particularly those from underprivileged backgrounds.In a landscape where traditional higher education has long held a privileged status, the apprenticeship sector continues to face an ongoing battle against biases and misconceptions significantly in post-16 career advice and guidance. One such manifestation of this bias however is emerging from within, this time it is the reverse snobbery that undermines the value of higher-level, degree apprenticeships.I will attempt to offer a perspective from within a degree apprenticeship provider and challenge the belief that the apprenticeship system, levy and all, should be exclusively reserved for lower levels of vocational education, and aim to shed light on the immense career opportunities that higher-level apprenticeships offer.THE MIDDLE-CLASS MYTHGrowing up in a mining village in South Yorkshire, I had a very solid working-class upbringing that shaped my perspective on education and career opportunities. The economic decline experienced in the South Yorkshire coalfields during the 1980s had a profound impact on communities, education providers and the wider economy which resulted in limited educational opportunities for many.One prevailing criticism against degree apprenticeships is the perception that they predominantly benefit the middle class, enabling them to seize all the opportunities which the apprenticeship levy offers, while leaving the perceived working-class individual behind. However, this assumption fails to acknowledge the true potential of degree apprenticeships to break down barriers and provide equal access to career and professional advancement.The belief that apprenticeship funding should only be directed towards lower-level qualifications is often rooted in a number of factors.Firstly, there exists a historical association between apprenticeships and skilled trades such as construction, catering or hairdressing, which are commonly and wrongly perceived as more suitable for individuals from working-class backgrounds and that lower-level apprenticeships are the only route out of economic depravity.Secondly, there is a concern about the allocation of limited resources. The apprenticeship levy is a fund collected from employers to support apprenticeship training and development. Some argue that these funds should be prioritised for lower-level apprenticeships, which are seen as more directly aligned with workforce development and addressing skills shortages. From this perspective, investing in higher education through the apprenticeship levy may be seen as diverting resources away from areas with more immediate labour market needs.Thirdly, there may be a belief that higher education should be funded through alternative channels, such as tuition fees or student loans. The idea is that individuals pursuing higher education should bear the financial responsibility themselves, rather than relying on funds collected specifically for apprenticeships. This viewpoint emphasises personal accountability and the principle of individual investment in education.It is important to note that these opinions may be influenced by a variety of factors, including cultural and societal perceptions of apprenticeships and higher education, as well as economic and political considerations. The debate around the funding of higher education through the apprenticeship levy is complex and multifaceted, with varying perspectives on the appropriate use of these resources and the balance between different levels of education and training.It is...]]></itunes:summary><itunes:duration>633</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Embracing Volunteering</title><link>https://www.spreaker.com/episode/embracing-volunteering--54124978</link><description><![CDATA[Embracing VolunteeringCelebrating Volunteers’ Week 2023, Dr Katerina Kolyva, CEO at the Education and Training Foundation reflects on volunteering and the positive impact that it brings to individuals, their communities and to society as a whole.Volunteers’ Week  (1–7 June) has been an opportunity to celebrate the millions of people who make a difference in their communities across the UK. I’ve always found volunteering stories fascinating and inspiring; both because of the things they help others to enjoy and achieve, and because of the positive impact that volunteering has on individuals, organisations, communities, and society. For me, the best bit about volunteering is the difference it makes, the people you meet along the way and the stories that you hear and become a part of.MY OWN VOLUNTEERING JOURNEYMy own volunteering journey began because I wanted to use my skills outside of my day job to support a cause close to my heart. In return, I got the chance to further my own learning and develop my professional networks. As I have progressed in my career, my volunteering has also progressed and changed direction. I started volunteering nearly 30 years ago as a young French teacher offering free lessons to young children from low-income families, who would not otherwise have had the opportunity to learn a foreign language.I recall how proud I was with their progress and the joy I felt receiving their feedback. I currently volunteer as a trustee and governor in causes that are close to my professional expertise, such as the charity sector, membership organisations, healthcare and education. I find that every contribution I make helps me to share my experience while learning from the shared experiences of others. It is definitely a reciprocal process.Today, I am a trustee at the Queen’s Nursing Institute (QNI), a governor at PETROC College, and Chair of the Women CEO group at ACEVO. For each of these roles, I went through a competitive recruitment process similar to that you’d encounter when applying for a job.That process was informative, helping me to train myself in interviewing from a non-executive perspective. The roles have taught me much about providing effective strategic support to help organisations thrive, and about the fine balance that is needed between challenging and supporting the executive team while keeping an appropriate distance from their operational activities.With each of these volunteer roles, my learning has continued in post affording me differing experiences and opportunities and allowing me to gain knowledge in areas I might have not been involved in before. My volunteering in the QNI helps me with conversations at the ETF now about professional standards; my volunteering in PETROC college offers insights to the sector that we serve; and my volunteering at ACEVO supports my leadership development and allows me and other CEOs to share ideas and learn across organisational and sector boundaries.I have found that non-executive roles in particular help me understand my role as CEO of a charity from a different perspective and support me in my relationship with the Board of Trustees. They maintain my critical thinking and help me contribute to strategic conversations.THIS KIND OF VOLUNTEERING GETS ME ENGAGED WITH LOCAL COMMUNITIES, LEARNERS, AND TEACHERSIn turn, this kind of volunteering gets me engaged with local communities, learners, and teachers. It helps me to better understand the context of my work and that of the sector and keeps my thinking fresh. Maintaining that closeness to the people you exist to serve helps me to ensure that as an organisation we deliver on what they want and need.Given my experiences, you will not be surprised to learn that I am a big advocate for volunteering. I recognise, of course, that not everybody is able to volunteer, but where people can enjoy such opportunities, I highly recommend doing so.A WELL-EMBEDDED CULTURE OF VOLUNTEERINGWhen I became CEO of the Education a...]]></description><guid isPermaLink="false">l9XOrDx0</guid><pubDate>Wed, 07 Jun 2023 08:32:35 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54124978/y6csx66tnlvnas8o1aquxjjdprqctwqgezpjonud.mp3" length="1467456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6d598614-e007-44bb-b564-1929d7162b1a/6d598614-e007-44bb-b564-1929d7162b1a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6d598614-e007-44bb-b564-1929d7162b1a/6d598614-e007-44bb-b564-1929d7162b1a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/6d598614-e007-44bb-b564-1929d7162b1a/6d598614-e007-44bb-b564-1929d7162b1a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Embracing VolunteeringCelebrating Volunteers’ Week 2023, Dr Katerina Kolyva, CEO at the Education and Training Foundation reflects on volunteering and the positive impact that it brings to individuals, their communities and to society as a...</itunes:subtitle><itunes:summary><![CDATA[Embracing VolunteeringCelebrating Volunteers’ Week 2023, Dr Katerina Kolyva, CEO at the Education and Training Foundation reflects on volunteering and the positive impact that it brings to individuals, their communities and to society as a whole.Volunteers’ Week  (1–7 June) has been an opportunity to celebrate the millions of people who make a difference in their communities across the UK. I’ve always found volunteering stories fascinating and inspiring; both because of the things they help others to enjoy and achieve, and because of the positive impact that volunteering has on individuals, organisations, communities, and society. For me, the best bit about volunteering is the difference it makes, the people you meet along the way and the stories that you hear and become a part of.MY OWN VOLUNTEERING JOURNEYMy own volunteering journey began because I wanted to use my skills outside of my day job to support a cause close to my heart. In return, I got the chance to further my own learning and develop my professional networks. As I have progressed in my career, my volunteering has also progressed and changed direction. I started volunteering nearly 30 years ago as a young French teacher offering free lessons to young children from low-income families, who would not otherwise have had the opportunity to learn a foreign language.I recall how proud I was with their progress and the joy I felt receiving their feedback. I currently volunteer as a trustee and governor in causes that are close to my professional expertise, such as the charity sector, membership organisations, healthcare and education. I find that every contribution I make helps me to share my experience while learning from the shared experiences of others. It is definitely a reciprocal process.Today, I am a trustee at the Queen’s Nursing Institute (QNI), a governor at PETROC College, and Chair of the Women CEO group at ACEVO. For each of these roles, I went through a competitive recruitment process similar to that you’d encounter when applying for a job.That process was informative, helping me to train myself in interviewing from a non-executive perspective. The roles have taught me much about providing effective strategic support to help organisations thrive, and about the fine balance that is needed between challenging and supporting the executive team while keeping an appropriate distance from their operational activities.With each of these volunteer roles, my learning has continued in post affording me differing experiences and opportunities and allowing me to gain knowledge in areas I might have not been involved in before. My volunteering in the QNI helps me with conversations at the ETF now about professional standards; my volunteering in PETROC college offers insights to the sector that we serve; and my volunteering at ACEVO supports my leadership development and allows me and other CEOs to share ideas and learn across organisational and sector boundaries.I have found that non-executive roles in particular help me understand my role as CEO of a charity from a different perspective and support me in my relationship with the Board of Trustees. They maintain my critical thinking and help me contribute to strategic conversations.THIS KIND OF VOLUNTEERING GETS ME ENGAGED WITH LOCAL COMMUNITIES, LEARNERS, AND TEACHERSIn turn, this kind of volunteering gets me engaged with local communities, learners, and teachers. It helps me to better understand the context of my work and that of the sector and keeps my thinking fresh. Maintaining that closeness to the people you exist to serve helps me to ensure that as an organisation we deliver on what they want and need.Given my experiences, you will not be surprised to learn that I am a big advocate for volunteering. I recognise, of course, that not everybody is able to volunteer, but where people can enjoy such opportunities, I highly recommend doing so.A WELL-EMBEDDED CULTURE OF VOLUNTEERINGWhen I became CEO of the...]]></itunes:summary><itunes:duration>367</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Bridging the gap: Addressing the tech skills shortage with partnerships</title><link>https://www.spreaker.com/episode/bridging-the-gap-addressing-the-tech-skills-shortage-with-partnerships--54111014</link><description><![CDATA[Bridging the gap: Addressing the tech skills shortage with partnershipsTech employers in the UK are facing a shortage of skilled workers and a lack of diversity in their technology teams. To address these issues, partnerships with organisations like School of Code are crucial. By offering free coding bootcamps to people from diverse backgrounds, businesses like OAG have creates talent pipelines and are closing the skills gap while promoting diversity.Diverse teams bring varied perspectives and skill sets, leading to more creative and effective problem-solving. Investing in talent beyond traditional qualifications can open up new pools of talent and drive teams forward. This long-term approach benefits both businesses and the talented individuals.Over the last few years, tech has continued to expand rapidly. Since the pandemic and the normalisation of remote work, the sector has seen over a decade’s worth of growth. The industry currently contributes 5.5%, or an estimated  £82.7 billion  , to the UK’s economy. According to the government’s estimates, it could add another £41.5 billion by 2025, generating thousands of jobs and developing incredible technology to improve the lives of citizens across the country.It is undoubtedly one of the most exciting places to be right now – and yet, tech employers are seeing their talent pools diminish and experiencing consequent skills shortages across their technology teams.Previous  research  by Nash Squared found 68% of businesses were being held back by a lack of tech skills. More than 80% of employers have plans to recruit tech staff over the coming years, according to  Hays  . But to help tackle the shortage of skills, 75% have plans to recruit talent they can then train rather than continuing to hunt for elusive skilled workers who tick every box.At the same time, employers are facing increased pressure from the public as well as investors to show better representation, specifically in male-dominated sectors and functions, such as technology. Diversity – thankfully – is no longer just a quota, but a serious and significant requirement that businesses must live up to.These two problems might seem disconnected and separate. In fact, they are structural in nature, stemming from the profound lack of diversity we are seeing in the world of tech, specifically in the UK. The answer, therefore, must also be holistic and address institutional issues.ORGANISATIONS MUST PLAY A ROLE IN SUPPORTING PEOPLE LOOKING TO ENTER THE TECH WORLDTechnology businesses do not just need talent. They can also be places where talent is created and nourished, even prior to its entry to the organisation. I sincerely believe that responsible businesses are not just better places to work, but are also creating change in the world – the kind of change we need if we are to solve the diversity crisis and the tech skills shortage at the same time.Working with partners who – despite having differing organisational philosophies – share the same overall goal of providing access to technology for all people, regardless of background is a crucial element.We’re pleased to be working with School of Code, a nonprofit organisation that broadens opportunities for all and unites diverse groups of individuals. With programmes and initiatives like the ones with School of Code, newcomers are able to reach a tech professional status and are prepared for a career in technology.HAVING A DIVERSE TECHNOLOGY TEAM IS CRUCIAL FOR THE BUSINESSEvery function of a business benefits immensely from having more diverse teams. Us, tech experts, are problem-solvers. To do our jobs effectively, we need a broad set of perspectives which can shed light on the various different aspects of an issue. Having these multiple perspectives means we can develop a creative and well-considered solution which will stand the test of time – and live up to our customers’ expectations – far better than if it only reflects a single point of view.Diverse teams also bring...]]></description><guid isPermaLink="false">Y9B3gYzl</guid><pubDate>Tue, 06 Jun 2023 08:32:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54111014/warhsl0mefe24eutdhi7uqxakgz3ecpv0cw0or53.mp3" length="1522656" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9965acf3-7836-41ae-868d-e9ef3cd08868/9965acf3-7836-41ae-868d-e9ef3cd08868.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9965acf3-7836-41ae-868d-e9ef3cd08868/9965acf3-7836-41ae-868d-e9ef3cd08868.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/9965acf3-7836-41ae-868d-e9ef3cd08868/9965acf3-7836-41ae-868d-e9ef3cd08868.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Bridging the gap: Addressing the tech skills shortage with partnershipsTech employers in the UK are facing a shortage of skilled workers and a lack of diversity in their technology teams. To address these issues, partnerships with organisations like...</itunes:subtitle><itunes:summary><![CDATA[Bridging the gap: Addressing the tech skills shortage with partnershipsTech employers in the UK are facing a shortage of skilled workers and a lack of diversity in their technology teams. To address these issues, partnerships with organisations like School of Code are crucial. By offering free coding bootcamps to people from diverse backgrounds, businesses like OAG have creates talent pipelines and are closing the skills gap while promoting diversity.Diverse teams bring varied perspectives and skill sets, leading to more creative and effective problem-solving. Investing in talent beyond traditional qualifications can open up new pools of talent and drive teams forward. This long-term approach benefits both businesses and the talented individuals.Over the last few years, tech has continued to expand rapidly. Since the pandemic and the normalisation of remote work, the sector has seen over a decade’s worth of growth. The industry currently contributes 5.5%, or an estimated  £82.7 billion  , to the UK’s economy. According to the government’s estimates, it could add another £41.5 billion by 2025, generating thousands of jobs and developing incredible technology to improve the lives of citizens across the country.It is undoubtedly one of the most exciting places to be right now – and yet, tech employers are seeing their talent pools diminish and experiencing consequent skills shortages across their technology teams.Previous  research  by Nash Squared found 68% of businesses were being held back by a lack of tech skills. More than 80% of employers have plans to recruit tech staff over the coming years, according to  Hays  . But to help tackle the shortage of skills, 75% have plans to recruit talent they can then train rather than continuing to hunt for elusive skilled workers who tick every box.At the same time, employers are facing increased pressure from the public as well as investors to show better representation, specifically in male-dominated sectors and functions, such as technology. Diversity – thankfully – is no longer just a quota, but a serious and significant requirement that businesses must live up to.These two problems might seem disconnected and separate. In fact, they are structural in nature, stemming from the profound lack of diversity we are seeing in the world of tech, specifically in the UK. The answer, therefore, must also be holistic and address institutional issues.ORGANISATIONS MUST PLAY A ROLE IN SUPPORTING PEOPLE LOOKING TO ENTER THE TECH WORLDTechnology businesses do not just need talent. They can also be places where talent is created and nourished, even prior to its entry to the organisation. I sincerely believe that responsible businesses are not just better places to work, but are also creating change in the world – the kind of change we need if we are to solve the diversity crisis and the tech skills shortage at the same time.Working with partners who – despite having differing organisational philosophies – share the same overall goal of providing access to technology for all people, regardless of background is a crucial element.We’re pleased to be working with School of Code, a nonprofit organisation that broadens opportunities for all and unites diverse groups of individuals. With programmes and initiatives like the ones with School of Code, newcomers are able to reach a tech professional status and are prepared for a career in technology.HAVING A DIVERSE TECHNOLOGY TEAM IS CRUCIAL FOR THE BUSINESSEvery function of a business benefits immensely from having more diverse teams. Us, tech experts, are problem-solvers. To do our jobs effectively, we need a broad set of perspectives which can shed light on the various different aspects of an issue. Having these multiple perspectives means we can develop a creative and well-considered solution which will stand the test of time – and live up to our customers’ expectations – far better than if it only reflects a single point of view.Diverse teams also...]]></itunes:summary><itunes:duration>381</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How to Create an Inclusive Workplace Culture with Dame Inga Beale</title><link>https://www.spreaker.com/episode/how-to-create-an-inclusive-workplace-culture-with-dame-inga-beale--54097823</link><description><![CDATA[In this insightful Q&amp;A, courtesy of  The LGBT Speakers Agency  , Inga Beale reflects on her role as the first female CEO of Lloyd’s of London. From the value of diversity and inclusion to the importance of seeking mental health support, she explores the many ways that workplaces can create a more accepting and inclusive culture.WHAT HAS BEEN YOUR EXPERIENCE OF DIVERSITY AND INCLUSION?“I’ve worked for nearly 40 years in the insurance sector, and I started as the [Lloyd’s of London] CEO in 2014. I realised that even though the Lloyd’s market had been fantastically successful and had been around for over three centuries, if it wanted to be around for another three centuries, we needed to think a bit differently.“We needed to make sure we were getting really creative in the market, that we were being truly innovative and on the leading edge of using technology, which, of course, is going to be the future of every business.“Now, what I realised was that the market was made up of people who were like each other – that is not the best way to ensure creativity. The most creative and innovative teams are those where you have diversity of thought, diversity of people, diversity of background. I realised that in the insurance sector, particularly – perhaps more than other sectors – it hasn’t really embraced the importance of  diversity and inclusion in the workplace  yet. So, we did a lot of work around that.“It was tough, but great progress has been made. We have opened people’s minds. They now expect people who are not like them sitting around the table, and they realise that they are now being, I don’t know, challenged. Perhaps they hadn’t been challenged in the same way before, but challenged in a healthy, positive way. It’s a tough gig, but really, a lot of progress was made.“I’m convinced that the insurance sector globally is taking the topic seriously and is determined to make sure it’s going to be around serving customers in a truly innovative way, way into the future.”CAN YOU TELL US MORE ABOUT THE IMPORTANCE OF DIVERSITY AND INCLUSION?“When I started working in insurance in the 80s, I didn’t really think about the importance of inclusive workplaces. I don’t think, quite honestly, we talked about diversity and inclusion back then, but now I do a lot of talking about diversity and inclusion!“I’ve realised how important it is. If you want to be a creative, innovative, successful business, you embrace diverse talent, and you create an inclusive environment. It’s the only way to be successful in the long term. Not one part of the community can do this on their own; it can only be done together.”WHY IS IT IMPORTANT FOR PEOPLE TO SPEAK OPENLY ABOUT THEIR MENTAL HEALTH?“So, one of the best things we did in the insurance sector a few years ago was find people who would speak openly about their mental health issues. I remember this one guy, he recorded a video, a short video, about his own personal experience, how he had felt suicidal at times, but how he’d come through with the help of others. He shared that video in a blog, and it was the most popular and well supported blog ever.“It encouraged other people to start talking about the topic. Following that, we’ve had all sorts of sessions, discussions, learnings, teachings, to talk about the difficulties of mental health and how you can get through it. It’s only by sharing your own experiences that other people can get a glimpse into what it’s like for people who are different to you.”WHAT IS THE LANDSCAPE LIKE FOR WOMEN IN LEADERSHIP?“I think there’s been a huge change for women in senior positions, particularly in the city. Some of this has been about signing up to things like the 30% Club, where a lot of boards have agreed to commit to having a third of their directors as females.“We’ve also got the Hampton Alexander Review now in its fourth year. It’s been really putting pressure on people to increase diversity on their boards, and now, importantly, in their executive leadership...]]></description><guid isPermaLink="false">oLaRBOxD</guid><pubDate>Mon, 05 Jun 2023 08:32:36 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54097823/zj7sdinajqdabzyz3i9ifkdeirpkmbcco7rj2kuz.mp3" length="1092192" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6/bfe4f954-29f4-4eaf-89b8-a6b73ecf8ad6.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this insightful Q&amp;amp;A, courtesy of  The LGBT Speakers Agency  , Inga Beale reflects on her role as the first female CEO of Lloyd’s of London. From the value of diversity and inclusion to the importance of seeking mental health support, she...</itunes:subtitle><itunes:summary><![CDATA[In this insightful Q&amp;A, courtesy of  The LGBT Speakers Agency  , Inga Beale reflects on her role as the first female CEO of Lloyd’s of London. From the value of diversity and inclusion to the importance of seeking mental health support, she explores the many ways that workplaces can create a more accepting and inclusive culture.WHAT HAS BEEN YOUR EXPERIENCE OF DIVERSITY AND INCLUSION?“I’ve worked for nearly 40 years in the insurance sector, and I started as the [Lloyd’s of London] CEO in 2014. I realised that even though the Lloyd’s market had been fantastically successful and had been around for over three centuries, if it wanted to be around for another three centuries, we needed to think a bit differently.“We needed to make sure we were getting really creative in the market, that we were being truly innovative and on the leading edge of using technology, which, of course, is going to be the future of every business.“Now, what I realised was that the market was made up of people who were like each other – that is not the best way to ensure creativity. The most creative and innovative teams are those where you have diversity of thought, diversity of people, diversity of background. I realised that in the insurance sector, particularly – perhaps more than other sectors – it hasn’t really embraced the importance of  diversity and inclusion in the workplace  yet. So, we did a lot of work around that.“It was tough, but great progress has been made. We have opened people’s minds. They now expect people who are not like them sitting around the table, and they realise that they are now being, I don’t know, challenged. Perhaps they hadn’t been challenged in the same way before, but challenged in a healthy, positive way. It’s a tough gig, but really, a lot of progress was made.“I’m convinced that the insurance sector globally is taking the topic seriously and is determined to make sure it’s going to be around serving customers in a truly innovative way, way into the future.”CAN YOU TELL US MORE ABOUT THE IMPORTANCE OF DIVERSITY AND INCLUSION?“When I started working in insurance in the 80s, I didn’t really think about the importance of inclusive workplaces. I don’t think, quite honestly, we talked about diversity and inclusion back then, but now I do a lot of talking about diversity and inclusion!“I’ve realised how important it is. If you want to be a creative, innovative, successful business, you embrace diverse talent, and you create an inclusive environment. It’s the only way to be successful in the long term. Not one part of the community can do this on their own; it can only be done together.”WHY IS IT IMPORTANT FOR PEOPLE TO SPEAK OPENLY ABOUT THEIR MENTAL HEALTH?“So, one of the best things we did in the insurance sector a few years ago was find people who would speak openly about their mental health issues. I remember this one guy, he recorded a video, a short video, about his own personal experience, how he had felt suicidal at times, but how he’d come through with the help of others. He shared that video in a blog, and it was the most popular and well supported blog ever.“It encouraged other people to start talking about the topic. Following that, we’ve had all sorts of sessions, discussions, learnings, teachings, to talk about the difficulties of mental health and how you can get through it. It’s only by sharing your own experiences that other people can get a glimpse into what it’s like for people who are different to you.”WHAT IS THE LANDSCAPE LIKE FOR WOMEN IN LEADERSHIP?“I think there’s been a huge change for women in senior positions, particularly in the city. Some of this has been about signing up to things like the 30% Club, where a lot of boards have agreed to commit to having a third of their directors as females.“We’ve also got the Hampton Alexander Review now in its fourth year. It’s been really putting pressure on people to increase diversity on their boards, and now, importantly, in their executive...]]></itunes:summary><itunes:duration>274</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How leaders can dismantle the ‘status barrier’ at work – and why it’s key to building a hi</title><link>https://www.spreaker.com/episode/how-leaders-can-dismantle-the-status-barrier-at-work-and-why-it-s-key-to-building-a-hi--54074140</link><description><![CDATA[In this article leadership expert Neil Jurd discusses how leaders can dismantle the status barrier at work – and why it is key to building high-performing teams. He reveals how organisations can free themselves from the entanglement of bureaucracy and status to encourage new leaders to use initiative.There is a traditional view of leadership – one where leaders are associated with their position, grade and status. Decisions cascade downhill, and nothing happens unless the sign off is giving from the appropriate levels. This type of leadership is stifling Further Education, making decision-making move too slowly and preventing the growth of leadership skills outside of those with the appropriate grade or position. This traditional leadership style takes precedence over purpose, and organisations become entangled in bureaucracy and status, which discourages initiative and leadership.BREAKING DOWN THE STATUS BARRIERIn high-performing teams, the status barrier is broken down so that everyone is focussed on achieving the same clear and compelling purpose. Creativity is encouraged and people throughout the organisation are given freedom to work towards the purpose. It is important that leaders in high-performing teams allow and encourage this freedom and creativity throughout the organisation. Giving freedom to your team to solve issues develops leadership skills, and is motivating by allowing them more ownership to problem-solve and find solutions.Leaders who overly control others, by telling them what to do and by making sure that they, the leader, control all decision making and activity, significantly reduce the available brainpower and creativity available to the organisation.Instead, reframe your leadership position to be one of a coach, switching on the talent in the team, releasing senior leaders to think and focus on having a leadership effect. As a leader, there is almost always no need to know the answer, your role is to enable your team to help find solutions themselves. Inexperienced and underconfident leaders often feel under pressure to demonstrate their value by offering answers, or they feel the need to exert authority by giving direction. Try to resist these temptations; the more senior and influential a leader becomes, the less practical it is for them to know all the answers, or to be involved in the detail of every decision.BUILDING CONNECTIONSConnecting with your people is essential for dismantling this type of status barrier at work. Effective leaders need to be good at connecting with people. Why is it so important? Leaders achieve things far beyond what they could do alone, by engaging others intellectually and emotionally in pursuit of a clear and compelling purpose. Engaging others is a core leadership activity, an effective use of your time, which can also be interesting and enjoyable. By engaging with people, I mean really connect. The aim is to get to know people: to break down the hierarchy, bureaucracy and status consciousness around you in order to form really meaningful connections. Connect with the people in your team and the people who interact with your team.A good way to build connections is to visit your team where they work and spend some time with them. This way you are meeting on their territory, where they feel most comfortable. This takes a lot of the friction and interference out of the process and allows a more relaxed and honest level of connection. Walking around is always good as you meet people and see things that are not obvious from your desk. If you work in a dispersed team, the same principle applies: meet with people often and in a way that removes status from the engagement. Connecting through video conferencing or on the phone is a little bit harder, so to compensate for that, you must try a little bit harder. Be a little more animated and work hard to invite people’s opinions and to encourage them to speak.A ’NEW’ LEADERSHIP STYLEThis type of leadership is called mission comm...]]></description><guid isPermaLink="false">5L3kQmL2</guid><pubDate>Fri, 02 Jun 2023 09:33:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54074140/kjaw0uy1s39jqtwg5imi8cmajgcpjifi03y8yktk.mp3" length="1042272" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af14727d-b8f2-43e9-8f11-b7978d081dfb/af14727d-b8f2-43e9-8f11-b7978d081dfb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af14727d-b8f2-43e9-8f11-b7978d081dfb/af14727d-b8f2-43e9-8f11-b7978d081dfb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/af14727d-b8f2-43e9-8f11-b7978d081dfb/af14727d-b8f2-43e9-8f11-b7978d081dfb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article leadership expert Neil Jurd discusses how leaders can dismantle the status barrier at work – and why it is key to building high-performing teams. He reveals how organisations can free themselves from the entanglement of bureaucracy and...</itunes:subtitle><itunes:summary><![CDATA[In this article leadership expert Neil Jurd discusses how leaders can dismantle the status barrier at work – and why it is key to building high-performing teams. He reveals how organisations can free themselves from the entanglement of bureaucracy and status to encourage new leaders to use initiative.There is a traditional view of leadership – one where leaders are associated with their position, grade and status. Decisions cascade downhill, and nothing happens unless the sign off is giving from the appropriate levels. This type of leadership is stifling Further Education, making decision-making move too slowly and preventing the growth of leadership skills outside of those with the appropriate grade or position. This traditional leadership style takes precedence over purpose, and organisations become entangled in bureaucracy and status, which discourages initiative and leadership.BREAKING DOWN THE STATUS BARRIERIn high-performing teams, the status barrier is broken down so that everyone is focussed on achieving the same clear and compelling purpose. Creativity is encouraged and people throughout the organisation are given freedom to work towards the purpose. It is important that leaders in high-performing teams allow and encourage this freedom and creativity throughout the organisation. Giving freedom to your team to solve issues develops leadership skills, and is motivating by allowing them more ownership to problem-solve and find solutions.Leaders who overly control others, by telling them what to do and by making sure that they, the leader, control all decision making and activity, significantly reduce the available brainpower and creativity available to the organisation.Instead, reframe your leadership position to be one of a coach, switching on the talent in the team, releasing senior leaders to think and focus on having a leadership effect. As a leader, there is almost always no need to know the answer, your role is to enable your team to help find solutions themselves. Inexperienced and underconfident leaders often feel under pressure to demonstrate their value by offering answers, or they feel the need to exert authority by giving direction. Try to resist these temptations; the more senior and influential a leader becomes, the less practical it is for them to know all the answers, or to be involved in the detail of every decision.BUILDING CONNECTIONSConnecting with your people is essential for dismantling this type of status barrier at work. Effective leaders need to be good at connecting with people. Why is it so important? Leaders achieve things far beyond what they could do alone, by engaging others intellectually and emotionally in pursuit of a clear and compelling purpose. Engaging others is a core leadership activity, an effective use of your time, which can also be interesting and enjoyable. By engaging with people, I mean really connect. The aim is to get to know people: to break down the hierarchy, bureaucracy and status consciousness around you in order to form really meaningful connections. Connect with the people in your team and the people who interact with your team.A good way to build connections is to visit your team where they work and spend some time with them. This way you are meeting on their territory, where they feel most comfortable. This takes a lot of the friction and interference out of the process and allows a more relaxed and honest level of connection. Walking around is always good as you meet people and see things that are not obvious from your desk. If you work in a dispersed team, the same principle applies: meet with people often and in a way that removes status from the engagement. Connecting through video conferencing or on the phone is a little bit harder, so to compensate for that, you must try a little bit harder. Be a little more animated and work hard to invite people’s opinions and to encourage them to speak.A ’NEW’ LEADERSHIP STYLEThis type of leadership is called mission...]]></itunes:summary><itunes:duration>261</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>SENSE AND SUSTAINABILITY: Advancing apprenticeships for social mobility and sustainable de</title><link>https://www.spreaker.com/episode/sense-and-sustainability-advancing-apprenticeships-for-social-mobility-and-sustainable-de--54074139</link><description><![CDATA[Cerian Ayres and Mandy Crawford-Lee examine the need to embed sustainability across apprenticeships, skills and work-based learning. They highlight the UN’s Sustainable Development Goals as a framework for integrating sustainability into the apprenticeship, vocational, technical and professional education system, and explore the opportunities for promoting productivity, social mobility and widening participation.The policy and practice sphere of technical, vocational and higher education, skills and work-based learning – including apprenticeships – has become increasingly complex in the last few years. The extent to which sustainability and sustainable development are embedded in the policy and practice spaces is now an important area to explore.The  previous article  in this series explored the need to raise standards in the delivery of apprenticeships. In this article we’ll look more broadly at the benefits of the further education (FE) and skills sector and explore the potential for:-  greater integration of sustainable development into skills, apprenticeships and work-based learning policy and practice;-  the creation of inclusive workplaces, promoting social mobility;-  a balanced approach to productivity, health and well-being;-  embedding educational approaches and methods which promote greater equality in the world of work.We’ll look at the key questions relating to sustainability in FE, higher education (HE), and skills focused inquiries, and the call for raising the stakes in sustainable development of apprenticeships, skills, and work-based learning.REFORM FOR GROWTHDespite considerable political change and turmoil in recent years – not to mention the pandemic – the UK government has forged ahead with educational and skills reform in England, shaking up the national picture with a view to generating longer-term growth. Apprenticeships and ‘  returnerships  ’ (discussed in more detail below) are central to this shake-up and the UK’s ambition for growth.However, there is growing evidence of concern about the sustainability of reforms in this landscape, including the potential regression in human rights and equality, with persistent talk about the potential for the UK to exit the European Convention on Human Rights, and concern for equalities in the education and ‘skills’ supply chain.The FE and skills sector has an ability to effect change here. We’ve got considerable ‘convening power’, links to local and national government and deeply embedded relationships with industry and employers. Colleges, independent training providers (ITPs), higher education institutions (HEIs) and workplaces can raise the game on sustainability and sustainable development in the policy and practice sphere of apprenticeships, skills and  lifelong learning  .But where do we start?THE UN SUSTAINABLE DEVELOPMENT GOALSIt makes sense to start with the United Nations’  Sustainable Development Goals  (SDGs). Using the 17 SDGs as a framework, we can further integrate notions of responsibility and sustainability into apprenticeship workplace learning programmes.Both policy makers and practitioners need to respond to contemporary challenges – including the SDGs – across the apprenticeship, vocational, technical, and professional education system. That system continues to undergo reform and unprecedented change, including the introduction of T Levels; the infrastructure build, including institutes of technology (IOTs); the review of technical/technician level education at Level 4 (Certificate of HE) and Level 5 (Foundation Degree); and the review of post-18 education, including higher education tuition fees.These systematic reforms have placed particular emphasis on the content of technical qualifications and alternatives to traditional, full-time, three-year degree programmes. The reforms promote varying fee levels and demonstrate the value added of different HE courses, including higher and degree apprenticeships. Yet, more work is needed on the sust...]]></description><guid isPermaLink="false">E9bo8QzZ</guid><pubDate>Fri, 02 Jun 2023 09:33:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54074139/mikryfdu9abrvpsv1tumsnan5nmupkowqzgczpfn.mp3" length="3168960" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87cecfcb-4937-4511-96a3-93f6b1b6a9b2/87cecfcb-4937-4511-96a3-93f6b1b6a9b2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87cecfcb-4937-4511-96a3-93f6b1b6a9b2/87cecfcb-4937-4511-96a3-93f6b1b6a9b2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/87cecfcb-4937-4511-96a3-93f6b1b6a9b2/87cecfcb-4937-4511-96a3-93f6b1b6a9b2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Cerian Ayres and Mandy Crawford-Lee examine the need to embed sustainability across apprenticeships, skills and work-based learning. They highlight the UN’s Sustainable Development Goals as a framework for integrating sustainability into the...</itunes:subtitle><itunes:summary><![CDATA[Cerian Ayres and Mandy Crawford-Lee examine the need to embed sustainability across apprenticeships, skills and work-based learning. They highlight the UN’s Sustainable Development Goals as a framework for integrating sustainability into the apprenticeship, vocational, technical and professional education system, and explore the opportunities for promoting productivity, social mobility and widening participation.The policy and practice sphere of technical, vocational and higher education, skills and work-based learning – including apprenticeships – has become increasingly complex in the last few years. The extent to which sustainability and sustainable development are embedded in the policy and practice spaces is now an important area to explore.The  previous article  in this series explored the need to raise standards in the delivery of apprenticeships. In this article we’ll look more broadly at the benefits of the further education (FE) and skills sector and explore the potential for:-  greater integration of sustainable development into skills, apprenticeships and work-based learning policy and practice;-  the creation of inclusive workplaces, promoting social mobility;-  a balanced approach to productivity, health and well-being;-  embedding educational approaches and methods which promote greater equality in the world of work.We’ll look at the key questions relating to sustainability in FE, higher education (HE), and skills focused inquiries, and the call for raising the stakes in sustainable development of apprenticeships, skills, and work-based learning.REFORM FOR GROWTHDespite considerable political change and turmoil in recent years – not to mention the pandemic – the UK government has forged ahead with educational and skills reform in England, shaking up the national picture with a view to generating longer-term growth. Apprenticeships and ‘  returnerships  ’ (discussed in more detail below) are central to this shake-up and the UK’s ambition for growth.However, there is growing evidence of concern about the sustainability of reforms in this landscape, including the potential regression in human rights and equality, with persistent talk about the potential for the UK to exit the European Convention on Human Rights, and concern for equalities in the education and ‘skills’ supply chain.The FE and skills sector has an ability to effect change here. We’ve got considerable ‘convening power’, links to local and national government and deeply embedded relationships with industry and employers. Colleges, independent training providers (ITPs), higher education institutions (HEIs) and workplaces can raise the game on sustainability and sustainable development in the policy and practice sphere of apprenticeships, skills and  lifelong learning  .But where do we start?THE UN SUSTAINABLE DEVELOPMENT GOALSIt makes sense to start with the United Nations’  Sustainable Development Goals  (SDGs). Using the 17 SDGs as a framework, we can further integrate notions of responsibility and sustainability into apprenticeship workplace learning programmes.Both policy makers and practitioners need to respond to contemporary challenges – including the SDGs – across the apprenticeship, vocational, technical, and professional education system. That system continues to undergo reform and unprecedented change, including the introduction of T Levels; the infrastructure build, including institutes of technology (IOTs); the review of technical/technician level education at Level 4 (Certificate of HE) and Level 5 (Foundation Degree); and the review of post-18 education, including higher education tuition fees.These systematic reforms have placed particular emphasis on the content of technical qualifications and alternatives to traditional, full-time, three-year degree programmes. The reforms promote varying fee levels and demonstrate the value added of different HE courses, including higher and degree apprenticeships. Yet, more work is needed on the...]]></itunes:summary><itunes:duration>793</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Creativity Crisis: How budget cuts and overpriced creative suites stifle young people</title><link>https://www.spreaker.com/episode/creativity-crisis-how-budget-cuts-and-overpriced-creative-suites-stifle-young-people--54062837</link><description><![CDATA[Continued financial pressure on schools and colleges, combined with expensive creative tools, means creative education is being de-prioritised for many students. Here, Nick Birch highlights what effect the lack of a creative education can have on pupils and the implications for the future workforce.Despite increased government funding for schools and colleges, due to significant  running costs  , there are still concerns that creative subjects will face the biggest cuts.Reassessing spending means tough decisions every year – and with the average annual spend on EdTech already as high as  £400,000  per school, it is understandable that many places of education are having to make cuts in budgets for software somewhere.Budgeting issues can lead to talented and creative pupils losing access to tools that may inspire them into a successful career. But that’s only part of the issue –  half of teachers  also believe a lack of creative opportunities is impacting student morale, according to a recent survey by Serif.MISSING OUT ON CREATIVE SUBJECTSWe have already seen a stark drop in the number of young people taking up creative subjects during secondary and further education.Since 2010, enrolment at GCSE has fallen by  40%  , and the decline has been mostly seen among  state schools  in predominantly deprived areas. Between 2010 and 2022, we have also seen a drop of  42%  in the number of students taking up design and technology courses at A-level equivalent levels.When we visit schools and colleges in less affluent communities, it’s not uncommon to see young people working on outdated equipment and software. Due to financial constraints, they don’t have the resources to update them and so many students aren’t able to develop creative skills using professional-level software throughout their education.Despite fewer students taking up creative subjects, education settings are doing all they can to encourage young people to get involved – but are still limited by their resources. This has a significant knock-on effect on creativity, and the students’ overall experience.According to our  survey  of 4,000 teachers, almost a quarter (24%) of them said they felt the students’ enjoyment of school is being negatively affected by a lack of creative opportunity.Furthermore, 18% of surveyed school teachers believe that insufficiencies in creative subjects are also negatively impacting students’ mental health. This comes as the  NHS  reports that an increasing number of school age children now have mental health issues. Creativity is a way for people to express themselves and has been  shown  to aid those with depression and anxiety.Lacking experience in creative subjects and thinking can also put them at a huge disadvantage when they take their next steps into higher education or the world of work. Employers and universities normally look at portfolios when assessing applicants, and will look for competency using industry-standard software.As more students miss out on creative subjects, we risk losing the vital diversity that creative industries need to thrive. It can negatively impact other sectors too, such as  engineering, hospitality, teaching, and IT  , since key skills like problem solving, critical thinking and coming up with innovative ideas may not be developed fully.WHY IS IT SO IMPORTANT?The impact of unexplored creativity in education goes much wider than a student’s enjoyment. Though important in its own right, the skills and experience that come from a creative education can influence many other areas of a student’s life.Paul Carney, one of the UK’s leading art and design education consultants, believes that creativity is a vital part of education for all students, not just the ones who show innate skills.In our recent report,  Democratising Design: How To Deliver A Creative Education When Budgets Are Tight  he said:“It doesn’t help that some people, including educators, believe that creative skills cannot be taught. In fact, nothi...]]></description><guid isPermaLink="false">nzlkvN9R</guid><pubDate>Thu, 01 Jun 2023 07:33:11 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54062837/nedb9wopvatk7sn1cgekbayfa56pt0rw67buo8as.mp3" length="1463232" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/15697eea-83b1-4904-949f-cd61a2b1f6c4/15697eea-83b1-4904-949f-cd61a2b1f6c4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/15697eea-83b1-4904-949f-cd61a2b1f6c4/15697eea-83b1-4904-949f-cd61a2b1f6c4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/15697eea-83b1-4904-949f-cd61a2b1f6c4/15697eea-83b1-4904-949f-cd61a2b1f6c4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Continued financial pressure on schools and colleges, combined with expensive creative tools, means creative education is being de-prioritised for many students. Here, Nick Birch highlights what effect the lack of a creative education can have on...</itunes:subtitle><itunes:summary><![CDATA[Continued financial pressure on schools and colleges, combined with expensive creative tools, means creative education is being de-prioritised for many students. Here, Nick Birch highlights what effect the lack of a creative education can have on pupils and the implications for the future workforce.Despite increased government funding for schools and colleges, due to significant  running costs  , there are still concerns that creative subjects will face the biggest cuts.Reassessing spending means tough decisions every year – and with the average annual spend on EdTech already as high as  £400,000  per school, it is understandable that many places of education are having to make cuts in budgets for software somewhere.Budgeting issues can lead to talented and creative pupils losing access to tools that may inspire them into a successful career. But that’s only part of the issue –  half of teachers  also believe a lack of creative opportunities is impacting student morale, according to a recent survey by Serif.MISSING OUT ON CREATIVE SUBJECTSWe have already seen a stark drop in the number of young people taking up creative subjects during secondary and further education.Since 2010, enrolment at GCSE has fallen by  40%  , and the decline has been mostly seen among  state schools  in predominantly deprived areas. Between 2010 and 2022, we have also seen a drop of  42%  in the number of students taking up design and technology courses at A-level equivalent levels.When we visit schools and colleges in less affluent communities, it’s not uncommon to see young people working on outdated equipment and software. Due to financial constraints, they don’t have the resources to update them and so many students aren’t able to develop creative skills using professional-level software throughout their education.Despite fewer students taking up creative subjects, education settings are doing all they can to encourage young people to get involved – but are still limited by their resources. This has a significant knock-on effect on creativity, and the students’ overall experience.According to our  survey  of 4,000 teachers, almost a quarter (24%) of them said they felt the students’ enjoyment of school is being negatively affected by a lack of creative opportunity.Furthermore, 18% of surveyed school teachers believe that insufficiencies in creative subjects are also negatively impacting students’ mental health. This comes as the  NHS  reports that an increasing number of school age children now have mental health issues. Creativity is a way for people to express themselves and has been  shown  to aid those with depression and anxiety.Lacking experience in creative subjects and thinking can also put them at a huge disadvantage when they take their next steps into higher education or the world of work. Employers and universities normally look at portfolios when assessing applicants, and will look for competency using industry-standard software.As more students miss out on creative subjects, we risk losing the vital diversity that creative industries need to thrive. It can negatively impact other sectors too, such as  engineering, hospitality, teaching, and IT  , since key skills like problem solving, critical thinking and coming up with innovative ideas may not be developed fully.WHY IS IT SO IMPORTANT?The impact of unexplored creativity in education goes much wider than a student’s enjoyment. Though important in its own right, the skills and experience that come from a creative education can influence many other areas of a student’s life.Paul Carney, one of the UK’s leading art and design education consultants, believes that creativity is a vital part of education for all students, not just the ones who show innate skills.In our recent report,  Democratising Design: How To Deliver A Creative Education When Budgets Are Tight  he said:“It doesn’t help that some people, including educators, believe that creative skills cannot be taught. In fact,...]]></itunes:summary><itunes:duration>366</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>It’s time to shift the AI conversation from student cheating to training educators</title><link>https://www.spreaker.com/episode/it-s-time-to-shift-the-ai-conversation-from-student-cheating-to-training-educators--54050357</link><description><![CDATA[Generative AI won’t replace teachers, but they need to learn how to leverage it to thrive  .  The impact of AI and  ChatGPT in education  is a hot topic, but we need to find a middle ground between fear and hype. AI should be seen as a tool that enhances, not replace, educators in the learning process.There have been so many articles and blog posts written in 2023 about the impact of AI and ChatGPT in education that writing one more feels almost frivolous… but somewhere between the fear-mongering around AI taking over and the overly-optimistic predictions that AI will fundamentally transform education, we’re missing the middle ground. There are many opportunities to leverage these innovative tools to benefit both educators and students. The question I’ve gotten over and over again on  Instructure  ’s webinars and panel discussions is simple: how do we help teachers navigate the fear and hype around AI in a way that can deliver real results?WHAT IS GENERATIVE AI?With so many terms being thrown around as part of this discussion, it might be helpful to start with some basic definitions.  OpenAI  is an artificial intelligence research laboratory founded as a non-profit in 2015, while  ChatGPT  is a generative artificial intelligence developed by OpenAI and released in November 2022.Generative AI  is a type of artificial intelligence technology that can produce various types of content including text, imagery, and audio.  Large language models (LLMs)  are one type of generative AI used to generate novel combinations of text in the form of natural-sounding language. Though the technology was first introduced in the 1960s in chatbots, only recently has the simplicity of new user interfaces (ChatGPT being the most widely discussed) for creating high-quality text, graphics, and videos in a matter of seconds, opened the tools to everyday users.But what’s also important to recognise is that while ChatGPT is the best-known generative AI tool right now, it is far from the only one. OpenAI is an open-source tool that offers a set of AI services, such as the GPT-3 language model, to developers and companies through its OpenAI GPT-3 Playground and OpenAI API. This means there is a rapidly expanding universe of websites and tools leveraging the same artificial intelligence engine to create content. And the first half of 2023 has already seen big players like Microsoft launch their AI search engine, Bing Chat AI, and Google launch their own AI, Google Bard.IDENTIFYING AI-GENERATED CONTENTCompounding the issue are concerns around the reliability of academic integrity software to accurately identify AI-generated content. We’ve already seen headlines around students who claim they’ve been wrongfully accused of cheating, and because there’s no source context to point to as in the case of plagiarism, it’s difficult to refute or support these cases. And with the incredible pace of AI evolution that we’ve seen in just the last few months, the  anti-cheating arms race  is just heating up.In short, Pandora’s box has been opened and it’s time to stop pretending we can prevent students from using these tools in an academic setting and focus our efforts on helping train educators to leverage AI tools to the benefit of themselves and their students. While it’s important that schools at every level establish guidelines, ethical boundaries, rules, policies, etc., moving quickly to invest in more teacher training is imperative. According to  Instructure’s survey  on the state of higher education, in the UK the quality of faculty (88%) and engaging content (86%) are the most impactful factors driving student success.By focusing on professional development for educators in the use of generative AI tools, we can save educators time by allowing the AI to perform mundane and time-consuming tasks, and to support students with tools that support their learning efforts.Personalised learning  : Generative AI tools can help scale the efforts of an educator in large clas...]]></description><guid isPermaLink="false">Zx5mpaxP</guid><pubDate>Wed, 31 May 2023 08:32:31 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54050357/hkbbsvbeufsvhfkebpvivdavsicumbwuknqxb29r.mp3" length="1416384" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/78f67038-3bda-4b9e-a0fc-7122716fa3a1/78f67038-3bda-4b9e-a0fc-7122716fa3a1.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/78f67038-3bda-4b9e-a0fc-7122716fa3a1/78f67038-3bda-4b9e-a0fc-7122716fa3a1.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/78f67038-3bda-4b9e-a0fc-7122716fa3a1/78f67038-3bda-4b9e-a0fc-7122716fa3a1.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Generative AI won’t replace teachers, but they need to learn how to leverage it to thrive  .  The impact of AI and  ChatGPT in education  is a hot topic, but we need to find a middle ground between fear and hype. AI should be seen as a tool that...</itunes:subtitle><itunes:summary><![CDATA[Generative AI won’t replace teachers, but they need to learn how to leverage it to thrive  .  The impact of AI and  ChatGPT in education  is a hot topic, but we need to find a middle ground between fear and hype. AI should be seen as a tool that enhances, not replace, educators in the learning process.There have been so many articles and blog posts written in 2023 about the impact of AI and ChatGPT in education that writing one more feels almost frivolous… but somewhere between the fear-mongering around AI taking over and the overly-optimistic predictions that AI will fundamentally transform education, we’re missing the middle ground. There are many opportunities to leverage these innovative tools to benefit both educators and students. The question I’ve gotten over and over again on  Instructure  ’s webinars and panel discussions is simple: how do we help teachers navigate the fear and hype around AI in a way that can deliver real results?WHAT IS GENERATIVE AI?With so many terms being thrown around as part of this discussion, it might be helpful to start with some basic definitions.  OpenAI  is an artificial intelligence research laboratory founded as a non-profit in 2015, while  ChatGPT  is a generative artificial intelligence developed by OpenAI and released in November 2022.Generative AI  is a type of artificial intelligence technology that can produce various types of content including text, imagery, and audio.  Large language models (LLMs)  are one type of generative AI used to generate novel combinations of text in the form of natural-sounding language. Though the technology was first introduced in the 1960s in chatbots, only recently has the simplicity of new user interfaces (ChatGPT being the most widely discussed) for creating high-quality text, graphics, and videos in a matter of seconds, opened the tools to everyday users.But what’s also important to recognise is that while ChatGPT is the best-known generative AI tool right now, it is far from the only one. OpenAI is an open-source tool that offers a set of AI services, such as the GPT-3 language model, to developers and companies through its OpenAI GPT-3 Playground and OpenAI API. This means there is a rapidly expanding universe of websites and tools leveraging the same artificial intelligence engine to create content. And the first half of 2023 has already seen big players like Microsoft launch their AI search engine, Bing Chat AI, and Google launch their own AI, Google Bard.IDENTIFYING AI-GENERATED CONTENTCompounding the issue are concerns around the reliability of academic integrity software to accurately identify AI-generated content. We’ve already seen headlines around students who claim they’ve been wrongfully accused of cheating, and because there’s no source context to point to as in the case of plagiarism, it’s difficult to refute or support these cases. And with the incredible pace of AI evolution that we’ve seen in just the last few months, the  anti-cheating arms race  is just heating up.In short, Pandora’s box has been opened and it’s time to stop pretending we can prevent students from using these tools in an academic setting and focus our efforts on helping train educators to leverage AI tools to the benefit of themselves and their students. While it’s important that schools at every level establish guidelines, ethical boundaries, rules, policies, etc., moving quickly to invest in more teacher training is imperative. According to  Instructure’s survey  on the state of higher education, in the UK the quality of faculty (88%) and engaging content (86%) are the most impactful factors driving student success.By focusing on professional development for educators in the use of generative AI tools, we can save educators time by allowing the AI to perform mundane and time-consuming tasks, and to support students with tools that support their learning efforts.Personalised learning  : Generative AI tools can help scale the efforts of an educator in large...]]></itunes:summary><itunes:duration>355</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>ADHD and me</title><link>https://www.spreaker.com/episode/adhd-and-me--54050336</link><description><![CDATA[In an exclusive article, Luise Ruddick, Policy Officer from the Federation of Awarding Bodies, talks about her recent ADHD diagnosis and the importance of raising neurodiversity awareness in the sector.Those of you who’ve met me, or seen me virtually in one of FAB’s webinars, would probably say I am bubbly, chatty and friendly. I like to think I am all of those things, but under the surface I’m also constantly worried about how I’m coming across – am I too loud? Are you laughing  with  me? Did I accidentally interrupt you? Do you know how hard I’m trying to focus on what you’re saying?I’ve had lots of labels throughout my life. Chatty. Noisy. Bossy. Dramatic. Messy. Emotional. I’ve always felt things very deeply and am prone to taking things personally. I also suffer massively with imposter syndrome, despite my qualifications and position.AT SCHOOL, GIRLS WERE SUPPOSED TO BE SEEN AND NOT HEARDTo be ‘good’, I had to be quiet and polite – and I really struggled with one of those things, which is why when I got home I turned into a whirlwind! My room looked like a tornado had ripped through it and I was constantly getting stuck in odd places that I just had to explore further: bent in half in a sleeping bag I thought I could turn around in the bottom of; hanging between bed and wall for an hour until I was found, when I tried to climb from top bunk to bottom through a tiny gap.Constantly mucky because I’d been up a tree to have a look at the leaves, or trying to find a worm or two, and far too loud to be considered ‘girly’, I found myself with another label – ‘tomboy’!If I had been a boy, I would definitely have been seen as ‘hyperactive’ and maybe my journey would have been very different. But because I turned it inwards at school, and did well, I fell through the net.WHEN I WAS 18, I WAS DIAGNOSED WITH ANXIETYMy mind was constantly chattering and it was exhausting. Being at university and transitioning into being an adult had increased the pressure over the threshold that I could manage.Through adulthood, I struggled with my mental health and this impacted often on my job. I would struggle to function in noisy environments and would become easily overwhelmed. I had no real sense of time and so everything felt immediate and urgent. The fact that I didn’t enjoy my work made it worse – my mind would wander off really easily and I’d end up rushing to meet deadlines. I’d try and overcompensate by taking on as much as I could to please people, and then have a meltdown.In my late 30s I retrained as an English teacher and finally found my passion – education! I also discovered something else – I seemed to have a lot in common with my neurodiverse students. I’d always known that there was  something  different about how my brain worked, and suddenly the pieces fell into place. But in true ADHD style, it seemed overwhelming to try and address, so I did nothing.In 2021, I started working at FAB and one of the first things I did was take a Cognassist training course to become a ‘neurodiversity champion’. Learning about ADHD through the modules, I couldn’t ignore it – everything matched up. I got a referral to a psychiatrist and then, in November last year, at the age of 42, a diagnosis of combined-type hyperactive and inattentive ADHD.ALL THOSE LABELS, AND REALLY IT WAS JUST ONE. NEURODIVERSE.In the months since, I feel like my life has changed. I’m medicated, and now I sleep better, think clearer, and don’t impulse buy everything fluffy and/or sparkly that I see! Instead of trying to hide my symptoms, I try to alleviate them by using fidget toys or earplugs. My colleagues and bosses at FAB – well, they’ve been just that – fab! Working flexibly means that I can work around my brain needing a little down time, instead of having prescriptive breaks. I’ve also had some ‘reasonable adjustments’ made, with AI apps to take notes in meetings so I don’t miss anything, and colleagues putting things in writing to me so I don’t forget. I also feel ab...]]></description><guid isPermaLink="false">gLABZKxa</guid><pubDate>Wed, 31 May 2023 08:32:31 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54050336/u0p85rofkkdq0u6q1qtknoxxmyam5abcnlzhfeml.mp3" length="1210176" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/737ac59d-d084-478c-84f3-7249ee03026d/737ac59d-d084-478c-84f3-7249ee03026d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/737ac59d-d084-478c-84f3-7249ee03026d/737ac59d-d084-478c-84f3-7249ee03026d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/737ac59d-d084-478c-84f3-7249ee03026d/737ac59d-d084-478c-84f3-7249ee03026d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In an exclusive article, Luise Ruddick, Policy Officer from the Federation of Awarding Bodies, talks about her recent ADHD diagnosis and the importance of raising neurodiversity awareness in the sector.Those of you who’ve met me, or seen me virtually...</itunes:subtitle><itunes:summary><![CDATA[In an exclusive article, Luise Ruddick, Policy Officer from the Federation of Awarding Bodies, talks about her recent ADHD diagnosis and the importance of raising neurodiversity awareness in the sector.Those of you who’ve met me, or seen me virtually in one of FAB’s webinars, would probably say I am bubbly, chatty and friendly. I like to think I am all of those things, but under the surface I’m also constantly worried about how I’m coming across – am I too loud? Are you laughing  with  me? Did I accidentally interrupt you? Do you know how hard I’m trying to focus on what you’re saying?I’ve had lots of labels throughout my life. Chatty. Noisy. Bossy. Dramatic. Messy. Emotional. I’ve always felt things very deeply and am prone to taking things personally. I also suffer massively with imposter syndrome, despite my qualifications and position.AT SCHOOL, GIRLS WERE SUPPOSED TO BE SEEN AND NOT HEARDTo be ‘good’, I had to be quiet and polite – and I really struggled with one of those things, which is why when I got home I turned into a whirlwind! My room looked like a tornado had ripped through it and I was constantly getting stuck in odd places that I just had to explore further: bent in half in a sleeping bag I thought I could turn around in the bottom of; hanging between bed and wall for an hour until I was found, when I tried to climb from top bunk to bottom through a tiny gap.Constantly mucky because I’d been up a tree to have a look at the leaves, or trying to find a worm or two, and far too loud to be considered ‘girly’, I found myself with another label – ‘tomboy’!If I had been a boy, I would definitely have been seen as ‘hyperactive’ and maybe my journey would have been very different. But because I turned it inwards at school, and did well, I fell through the net.WHEN I WAS 18, I WAS DIAGNOSED WITH ANXIETYMy mind was constantly chattering and it was exhausting. Being at university and transitioning into being an adult had increased the pressure over the threshold that I could manage.Through adulthood, I struggled with my mental health and this impacted often on my job. I would struggle to function in noisy environments and would become easily overwhelmed. I had no real sense of time and so everything felt immediate and urgent. The fact that I didn’t enjoy my work made it worse – my mind would wander off really easily and I’d end up rushing to meet deadlines. I’d try and overcompensate by taking on as much as I could to please people, and then have a meltdown.In my late 30s I retrained as an English teacher and finally found my passion – education! I also discovered something else – I seemed to have a lot in common with my neurodiverse students. I’d always known that there was  something  different about how my brain worked, and suddenly the pieces fell into place. But in true ADHD style, it seemed overwhelming to try and address, so I did nothing.In 2021, I started working at FAB and one of the first things I did was take a Cognassist training course to become a ‘neurodiversity champion’. Learning about ADHD through the modules, I couldn’t ignore it – everything matched up. I got a referral to a psychiatrist and then, in November last year, at the age of 42, a diagnosis of combined-type hyperactive and inattentive ADHD.ALL THOSE LABELS, AND REALLY IT WAS JUST ONE. NEURODIVERSE.In the months since, I feel like my life has changed. I’m medicated, and now I sleep better, think clearer, and don’t impulse buy everything fluffy and/or sparkly that I see! Instead of trying to hide my symptoms, I try to alleviate them by using fidget toys or earplugs. My colleagues and bosses at FAB – well, they’ve been just that – fab! Working flexibly means that I can work around my brain needing a little down time, instead of having prescriptive breaks. I’ve also had some ‘reasonable adjustments’ made, with AI apps to take notes in meetings so I don’t miss anything, and colleagues putting things in writing to me so I don’t forget. I also...]]></itunes:summary><itunes:duration>303</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Yes, ChatGPT really is creative!</title><link>https://www.spreaker.com/episode/yes-chatgpt-really-is-creative--54040014</link><description><![CDATA[Might  ChatGPT  win next year’s Eurovision Song Contest? In this blog about why generative AI really is creative, Dennis Sherwood says ‘yes’ – but this possibility won’t block human creativity.I reckon ChatGPT is a lot more creative than I am.  And perhaps you too. Which is probably rather scary. To explain why I believe this, let me explain what I think ‘real’ creativity is.To do that, let’s study a role model of true creative genius, Beethoven. You may or may not like classical music in general, or Beethoven’s in particular, but surely we’ll all agree that he was hugely inventive.What, though, did he actually  do  ?Yes, he composed music. But he  didn’t  create or invent, for example:-  Any of the instruments on which his music is played.-  The notation in which his music is written – the ‘five line stave’, the ‘blobs’…-  The ‘language’ of classical music, for example, the symphony, the opera…-  The ‘grammar’ of music, such as the musical scales.-  The ‘alphabet’ of music, the notes.Each of those are fundamental to music. Yet Beethoven created none of them.SO WHAT DID HE DO?My answer is this: using well-established musical forms and instruments, Beethoven  combined together pre-existing musical notes to create new patterns  – patterns now known, for example, as “Beethoven’s Symphony No. 5 in C minor”.The essence of Beethoven’s creative genius is therefore one of  discovering new patterns formed from combinations of already-existing components  .That too is what Jane Austen did, but in a different context: she used pre-existing components (words in the English language), using a pre-existing form (the novel), to create the new pattern,  Pride and Prejudice  . And this holds for science as well: Sir Isaac Newton famously talked of “standing on the shoulders of giants”, referring to his combining together concepts previously developed by others, such as Galileo Galilei and René Descartes.Those are particular instances of a general principle most clearly articulated by these words to be found in  The Act of Creation  , by  Arthur Koestler  :The creative act is not an act of creation in the sense of the Old Testament. It does not create something out of nothing; it uncovers, selects, re-shuffles, combines, synthesises already existing facts, ideas, faculties, skills. The more familiar the parts, the more striking the new whole.Published in 1964,  The Act of Creation  explores creativity in literature, drama, visual art, science, engineering and humour. Koestler’s conclusion is that ‘the act of creation’ is fundamentally the same in all of these fields, as summarised in this quotation; what’s different is the emotional engagement of those involved. In great literature, drama and art, the reader or viewer is totally emotionally engaged – you want the lovers to live happily-ever-after, the villain to be punished, the hero to win. With humour, the opposite is true – you have to be emotionally detached; if you’re emotionally engaged, it isn’t funny at all. And science is emotionally neutral – although scientists can be passionate about what they are doing, the enquiry itself is intellectual.My view is that ‘Koestler’s Law’ is a deeply insightful definition of what creativity actually is – the formation of new patterns from existing components.AND THAT HAS TWO IMPLICATIONS.The first is that all creativity is based on knowledge, for the more knowledge you have, the more ‘components’ you have access to, and the greater the opportunity for combining them into new ‘patterns’, the patterns of creativity.The second is the fact that some patterns are much better than others.Back to music. Given that all music is formed from patterns of the existing notes, I can sit at a piano, and, randomly, plink a dozen notes in sequence. According to Koestler, that would be ‘an act of creation’, but the resulting ‘tune’ is quite likely to be awful. Beethoven, or Paul McCartney, by contrast, would choose just the right 12 notes to create a true delight.So t...]]></description><guid isPermaLink="false">DLV1jgzb</guid><pubDate>Tue, 30 May 2023 10:33:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54040014/sz4r5ht4cb08qzauabzjw2yytw2vpfl7p9t8ccr8.mp3" length="1822272" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449/b3d30636-18b9-4bc7-8fb7-67e2c7dcb449.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Might  ChatGPT  win next year’s Eurovision Song Contest? In this blog about why generative AI really is creative, Dennis Sherwood says ‘yes’ – but this possibility won’t block human creativity.I reckon ChatGPT is a lot more creative than I am.  And...</itunes:subtitle><itunes:summary><![CDATA[Might  ChatGPT  win next year’s Eurovision Song Contest? In this blog about why generative AI really is creative, Dennis Sherwood says ‘yes’ – but this possibility won’t block human creativity.I reckon ChatGPT is a lot more creative than I am.  And perhaps you too. Which is probably rather scary. To explain why I believe this, let me explain what I think ‘real’ creativity is.To do that, let’s study a role model of true creative genius, Beethoven. You may or may not like classical music in general, or Beethoven’s in particular, but surely we’ll all agree that he was hugely inventive.What, though, did he actually  do  ?Yes, he composed music. But he  didn’t  create or invent, for example:-  Any of the instruments on which his music is played.-  The notation in which his music is written – the ‘five line stave’, the ‘blobs’…-  The ‘language’ of classical music, for example, the symphony, the opera…-  The ‘grammar’ of music, such as the musical scales.-  The ‘alphabet’ of music, the notes.Each of those are fundamental to music. Yet Beethoven created none of them.SO WHAT DID HE DO?My answer is this: using well-established musical forms and instruments, Beethoven  combined together pre-existing musical notes to create new patterns  – patterns now known, for example, as “Beethoven’s Symphony No. 5 in C minor”.The essence of Beethoven’s creative genius is therefore one of  discovering new patterns formed from combinations of already-existing components  .That too is what Jane Austen did, but in a different context: she used pre-existing components (words in the English language), using a pre-existing form (the novel), to create the new pattern,  Pride and Prejudice  . And this holds for science as well: Sir Isaac Newton famously talked of “standing on the shoulders of giants”, referring to his combining together concepts previously developed by others, such as Galileo Galilei and René Descartes.Those are particular instances of a general principle most clearly articulated by these words to be found in  The Act of Creation  , by  Arthur Koestler  :The creative act is not an act of creation in the sense of the Old Testament. It does not create something out of nothing; it uncovers, selects, re-shuffles, combines, synthesises already existing facts, ideas, faculties, skills. The more familiar the parts, the more striking the new whole.Published in 1964,  The Act of Creation  explores creativity in literature, drama, visual art, science, engineering and humour. Koestler’s conclusion is that ‘the act of creation’ is fundamentally the same in all of these fields, as summarised in this quotation; what’s different is the emotional engagement of those involved. In great literature, drama and art, the reader or viewer is totally emotionally engaged – you want the lovers to live happily-ever-after, the villain to be punished, the hero to win. With humour, the opposite is true – you have to be emotionally detached; if you’re emotionally engaged, it isn’t funny at all. And science is emotionally neutral – although scientists can be passionate about what they are doing, the enquiry itself is intellectual.My view is that ‘Koestler’s Law’ is a deeply insightful definition of what creativity actually is – the formation of new patterns from existing components.AND THAT HAS TWO IMPLICATIONS.The first is that all creativity is based on knowledge, for the more knowledge you have, the more ‘components’ you have access to, and the greater the opportunity for combining them into new ‘patterns’, the patterns of creativity.The second is the fact that some patterns are much better than others.Back to music. Given that all music is formed from patterns of the existing notes, I can sit at a piano, and, randomly, plink a dozen notes in sequence. According to Koestler, that would be ‘an act of creation’, but the resulting ‘tune’ is quite likely to be awful. Beethoven, or Paul McCartney, by contrast, would choose just the right 12 notes to create a true...]]></itunes:summary><itunes:duration>456</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Education for a world of opportunity</title><link>https://www.spreaker.com/episode/education-for-a-world-of-opportunity--54040011</link><description><![CDATA[In this article, Robert Harrison from ACS International Schools, discusses the outcomes of a new report, which focuses on what the purpose of education should be to ensure students leave school future-ready.If we have learned anything in the last five years, it is that the world is changing, and changing fast. New disciplines and previously unimagined job roles are continually emerging and the skillsets and abilities that employers value today, may or may not be valuable tomorrow. As global industries continue to adapt, it is our responsibility, as educators to ensure that education is also keeping up with this change, so that students are prepared to face the challenges of tomorrow’s world.So, we must ask: ‘What is the purpose of education today?’.To help answer this question and better understand the skills and people that will be valued in the future workplace we, at ACS International Schools, collaborated with IBSCA to commission a piece of research –  Education for a World of Opportunity  – to obtain the opinions of decision makers from British Small and Medium-sized Enterprises (SMEs) – which account for 99.9 percent of all businesses in the UK – as well as leading global organisations, such as Amazon and Pepsi Lipton.Here is what the data tells us.THE ROLE OF EDUCATIONThe debate about the validity of national curriculums and the role of educations is nothing new, yet has heightened in recent years following the pandemic and in the midst of the climate crisis, wars and political events. The general consensus from the report shows that in order for students to confidently engage with tomorrow’s issues they need a holistic education. Over two-thirds (68 percent) of SME business decision makers surveyed said that they believe the purpose of education is to develop people into decent human beings rather than into efficient workers.Furthermore, skills such as communication (88 percent), open-mindedness (72 percent), an inquiring mind (78 percent), and critical thinking (76 percent) are all ranked by SME decision makers as more important than subject knowledge (69 percent). It can therefore be concluded that employers are looking for students with an education that provides a versatile approach and develops the whole person.SME decision makers were also asked to consider whether it is the role of schools or families to develop students into responsible members of society. While 17 percent said that schools cannot be expected to dedicate valuable teaching and learning time to charitable and community activities, 36 percent believe that charity work should be part of the school curriculum.By developing these core skills, alongside subject knowledge, we can ensure that students are prepared not just for one occupation, but a lifetime of learning and employment. At ACS International Schools, we offer International Baccalaureate (IB) programmes to ensure that our students reap the benefits of a broad, yet balanced curriculum. Each of the four programmes provides an education for our students that is fit for purpose now and into the future.EXPERIENCE OF INTERNATIONAL-MINDEDNESSAlongside the role of education, the research questioned the importance of international-mindedness. The results show that, when recruiting entry-level candidates, 40% of SME decision makers say that a young person’s demonstration of international-mindedness is “important” or “very important”. In an increasingly globalised world, it has never been more important for education to break down geographical boundaries and give students the opportunity to connect globally. By enabling this through the school environment, we are ensuring that young people have the ability to practise positive values and exercise cultural empathy – all while enhancing employment opportunities.RECRUITING PARAMETERSAs the research reveals, having subject knowledge in isolation is no longer enough to thrive in the world of work but how important and valued is it generally? Just a quarter...]]></description><guid isPermaLink="false">GzREl09Q</guid><pubDate>Tue, 30 May 2023 10:33:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54040011/9wgbubnurfe76nd1lsrkyqcvr4lye9h8wntgfnlt.mp3" length="1423296" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a68eb864-e2de-4f18-ae9e-80d59bd96d86/a68eb864-e2de-4f18-ae9e-80d59bd96d86.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a68eb864-e2de-4f18-ae9e-80d59bd96d86/a68eb864-e2de-4f18-ae9e-80d59bd96d86.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/a68eb864-e2de-4f18-ae9e-80d59bd96d86/a68eb864-e2de-4f18-ae9e-80d59bd96d86.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Robert Harrison from ACS International Schools, discusses the outcomes of a new report, which focuses on what the purpose of education should be to ensure students leave school future-ready.If we have learned anything in the last five...</itunes:subtitle><itunes:summary><![CDATA[In this article, Robert Harrison from ACS International Schools, discusses the outcomes of a new report, which focuses on what the purpose of education should be to ensure students leave school future-ready.If we have learned anything in the last five years, it is that the world is changing, and changing fast. New disciplines and previously unimagined job roles are continually emerging and the skillsets and abilities that employers value today, may or may not be valuable tomorrow. As global industries continue to adapt, it is our responsibility, as educators to ensure that education is also keeping up with this change, so that students are prepared to face the challenges of tomorrow’s world.So, we must ask: ‘What is the purpose of education today?’.To help answer this question and better understand the skills and people that will be valued in the future workplace we, at ACS International Schools, collaborated with IBSCA to commission a piece of research –  Education for a World of Opportunity  – to obtain the opinions of decision makers from British Small and Medium-sized Enterprises (SMEs) – which account for 99.9 percent of all businesses in the UK – as well as leading global organisations, such as Amazon and Pepsi Lipton.Here is what the data tells us.THE ROLE OF EDUCATIONThe debate about the validity of national curriculums and the role of educations is nothing new, yet has heightened in recent years following the pandemic and in the midst of the climate crisis, wars and political events. The general consensus from the report shows that in order for students to confidently engage with tomorrow’s issues they need a holistic education. Over two-thirds (68 percent) of SME business decision makers surveyed said that they believe the purpose of education is to develop people into decent human beings rather than into efficient workers.Furthermore, skills such as communication (88 percent), open-mindedness (72 percent), an inquiring mind (78 percent), and critical thinking (76 percent) are all ranked by SME decision makers as more important than subject knowledge (69 percent). It can therefore be concluded that employers are looking for students with an education that provides a versatile approach and develops the whole person.SME decision makers were also asked to consider whether it is the role of schools or families to develop students into responsible members of society. While 17 percent said that schools cannot be expected to dedicate valuable teaching and learning time to charitable and community activities, 36 percent believe that charity work should be part of the school curriculum.By developing these core skills, alongside subject knowledge, we can ensure that students are prepared not just for one occupation, but a lifetime of learning and employment. At ACS International Schools, we offer International Baccalaureate (IB) programmes to ensure that our students reap the benefits of a broad, yet balanced curriculum. Each of the four programmes provides an education for our students that is fit for purpose now and into the future.EXPERIENCE OF INTERNATIONAL-MINDEDNESSAlongside the role of education, the research questioned the importance of international-mindedness. The results show that, when recruiting entry-level candidates, 40% of SME decision makers say that a young person’s demonstration of international-mindedness is “important” or “very important”. In an increasingly globalised world, it has never been more important for education to break down geographical boundaries and give students the opportunity to connect globally. By enabling this through the school environment, we are ensuring that young people have the ability to practise positive values and exercise cultural empathy – all while enhancing employment opportunities.RECRUITING PARAMETERSAs the research reveals, having subject knowledge in isolation is no longer enough to thrive in the world of work but how important and valued is it generally? Just a...]]></itunes:summary><itunes:duration>356</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Future-Proofing Your Workforce: Empowering Employee Upskilling for Competitive Advantage</title><link>https://www.spreaker.com/episode/future-proofing-your-workforce-empowering-employee-upskilling-for-competitive-advantage--54005703</link><guid isPermaLink="false">https://api.spreaker.com/episode/54005703</guid><pubDate>Fri, 26 May 2023 11:05:16 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54005703/dughkbyljlohdf7hokebkk9agfe14b4ykayepbxj.mp3" length="1721664" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7c040dde-9cc7-449f-9ba6-316583f5f27d/7c040dde-9cc7-449f-9ba6-316583f5f27d.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7c040dde-9cc7-449f-9ba6-316583f5f27d/7c040dde-9cc7-449f-9ba6-316583f5f27d.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/7c040dde-9cc7-449f-9ba6-316583f5f27d/7c040dde-9cc7-449f-9ba6-316583f5f27d.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:duration>431</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episode>24</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Sense, Sensibility and Accountability in Apprenticeships</title><link>https://www.spreaker.com/episode/sense-sensibility-and-accountability-in-apprenticeships--54004738</link><description><![CDATA[Responding to the need for change in apprenticeship delivery This is the first in a series of two articles about apprenticeships written exclusively for FE News. This first article is by Cerian Ayres – National Head of Technical Education for the Education and Training Foundation.Cerian Ayres examines the recommendations from three key reports on apprenticeships, alongside the UK government’s new accountability framework for apprenticeships. Recognising the widespread feeling among those delivering, and supporting the delivery of, apprenticeships that change is needed to meet recent recommendations, Cerian signposts to the support available to the sector.Those of us involved in delivering and supporting the delivery of apprenticeships appreciate the strengths of the apprenticeship model for work-based education and training, for lifelong learning, for social mobility and for driving the UK’s economic and industrial growth. We’ve seen it working, and we know it makes sense. But many of us have a feeling that it could be better, and that’s the view of several significant reports that we’ll consider in this article. We understand the sense of apprenticeships – but what about the sensibilities? Sensibility is, according to the Oxford English Dictionary, the ‘ability to feel and respond to something’ and that’s what we need to do, as a sector, if we’re going to drive the improvement that we need to see in apprenticeship delivery. This isn’t just about improving apprenticeships either; it’s about realising the potential of every existing and future apprentice and making the most of a societal shift in focus from academic to technical education.  But how? Many of the answers are provided in three key reports, and the UK government’s new accountability framework for apprenticeships. Learning from three key reports In October 2022, The St Martin’s Group and the Learning and Work Institute published ‘Apprenticeship Outcomes and Destinations’. The report addressed high rates of non-completion amongst apprentices and made a set of recommendations to government about how to improve retention and completion rates. The recommendations included that: the DfE should re-align accountability and responsibility to ensure employers are sufficiently incentivised to support completion;training providers need to place greater emphasis on pastoral care and the wraparound support for apprentices;training providers and employers should ensure the provision of, and access to, information about the apprenticeship as early as possible;the DfE should publish tracking of long-term employment outcomes for apprenticeship programmes through Longitudinal Education Outcomes (LEO) data. In February this year, Disability Rights UK and the Disabled Apprenticeship Network (DAN) published ‘Speaking from experience – Getting it right for Disabled apprentices’. This examined a critical area of deficit in apprenticeship delivery and concluded that training providers should “develop and change [their] curriculum to make it easier for Disabled apprentices to get the training they need”. Training providers were also encouraged to “familiarise [themselves] with the additional learning support funding available for apprentices with learning difficulties or disabilities”. In addition, the report concluded that employers should: offer flexible work arrangements tailored to individual needs, including part-time apprenticeships; be prepared to support disabled apprentices with applications to the Access to Work scheme; have a streamlined process to put reasonable adjustments in place quickly, so disabled apprentices can focus on getting on with the job; promote a culture where apprentices feel safe to talk about their disability and support needs, including conversations about their mental health. Also in February 2023, City &amp; Guilds and AELP published ‘Raising the Standard – sectoral approaches to raising apprenticeship achievement rates’. Their report explores both subject-...]]></description><guid isPermaLink="false">BzJqqW9r</guid><pubDate>Fri, 26 May 2023 07:49:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/54004738/ardjxobsrl187jruq6oekpw3lmpszorepdrejhqx.mp3" length="2242080" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4/cb5a342f-ef6d-4dc1-877e-a82e1af3eab4.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Responding to the need for change in apprenticeship delivery This is the first in a series of two articles about apprenticeships written exclusively for FE News. This first article is by Cerian Ayres – National Head of Technical Education for the...</itunes:subtitle><itunes:summary><![CDATA[Responding to the need for change in apprenticeship delivery This is the first in a series of two articles about apprenticeships written exclusively for FE News. This first article is by Cerian Ayres – National Head of Technical Education for the Education and Training Foundation.Cerian Ayres examines the recommendations from three key reports on apprenticeships, alongside the UK government’s new accountability framework for apprenticeships. Recognising the widespread feeling among those delivering, and supporting the delivery of, apprenticeships that change is needed to meet recent recommendations, Cerian signposts to the support available to the sector.Those of us involved in delivering and supporting the delivery of apprenticeships appreciate the strengths of the apprenticeship model for work-based education and training, for lifelong learning, for social mobility and for driving the UK’s economic and industrial growth. We’ve seen it working, and we know it makes sense. But many of us have a feeling that it could be better, and that’s the view of several significant reports that we’ll consider in this article. We understand the sense of apprenticeships – but what about the sensibilities? Sensibility is, according to the Oxford English Dictionary, the ‘ability to feel and respond to something’ and that’s what we need to do, as a sector, if we’re going to drive the improvement that we need to see in apprenticeship delivery. This isn’t just about improving apprenticeships either; it’s about realising the potential of every existing and future apprentice and making the most of a societal shift in focus from academic to technical education.  But how? Many of the answers are provided in three key reports, and the UK government’s new accountability framework for apprenticeships. Learning from three key reports In October 2022, The St Martin’s Group and the Learning and Work Institute published ‘Apprenticeship Outcomes and Destinations’. The report addressed high rates of non-completion amongst apprentices and made a set of recommendations to government about how to improve retention and completion rates. The recommendations included that: the DfE should re-align accountability and responsibility to ensure employers are sufficiently incentivised to support completion;training providers need to place greater emphasis on pastoral care and the wraparound support for apprentices;training providers and employers should ensure the provision of, and access to, information about the apprenticeship as early as possible;the DfE should publish tracking of long-term employment outcomes for apprenticeship programmes through Longitudinal Education Outcomes (LEO) data. In February this year, Disability Rights UK and the Disabled Apprenticeship Network (DAN) published ‘Speaking from experience – Getting it right for Disabled apprentices’. This examined a critical area of deficit in apprenticeship delivery and concluded that training providers should “develop and change [their] curriculum to make it easier for Disabled apprentices to get the training they need”. Training providers were also encouraged to “familiarise [themselves] with the additional learning support funding available for apprentices with learning difficulties or disabilities”. In addition, the report concluded that employers should: offer flexible work arrangements tailored to individual needs, including part-time apprenticeships; be prepared to support disabled apprentices with applications to the Access to Work scheme; have a streamlined process to put reasonable adjustments in place quickly, so disabled apprentices can focus on getting on with the job; promote a culture where apprentices feel safe to talk about their disability and support needs, including conversations about their mental health. Also in February 2023, City &amp; Guilds and AELP published ‘Raising the Standard – sectoral approaches to raising apprenticeship achievement rates’. Their report explores both...]]></itunes:summary><itunes:duration>561</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:season>1</itunes:season><itunes:episode>22</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>We shouldn’t need catalysts to eradicate racism</title><link>https://www.spreaker.com/episode/we-shouldn-t-need-catalysts-to-eradicate-racism--53994032</link><description><![CDATA[Today marks the anniversary of the death of George Floyd, a 46-year-old black man killed in a US street by a white police officer. This wasn’t the catalyst for change we hoped it would be in eradicating systemic racism, says Stella Ngozi Mbubaegbu CBE, Director of the Black Leadership Group. In this article, Stella argues that catalysts cannot be the driver for progress on anti-racism.On 25 May 2020, George Floyd, a 46-year-old black man, was murdered in a street in Minneapolis. A white police officer knelt on George’s neck for nine minutes and 29 seconds as he lay face down, handcuffed and helpless, ultimately killing him.The horror was captured on video and shared across the globe. It was a seemingly world-defining moment, and the outcry that followed seemed to catalyse efforts to eradicate racism. It appeared to give momentum to movement and individuals and organisations came out in force to voice their good intentions to help stamp out racism.Against the backdrop of the relentless ravages of the Covid pandemic that underscored human frailty, we looked in the mirror, saw ourselves for who and what we really are. We vowed to do better, to change the course of history. Racial and social justice became an imperative.Today, on the third anniversary of George Floyd’s death, we may well ask if George’s murder was a catalyst for sustained change. After all, we fought Covid and won. Needless to say, we have not won the war against racism. We do not yet live in an anti-racist world.Sadly, for those of us campaigning on anti-racism, the underwhelming impact of ‘catalysts’ is nothing new. We have been here before. We are approaching the 10th anniversary of the Black Lives Matter (BLM) movement which began in July 2013 following the fatal shooting of African-American teenager Trayvon Martin. More high profile incidents followed in the US, such as the death of Eric Garner in New York, and in other parts of the world.Of course, in the UK, a decade before the birth of the BLM movement, the death of Stephen Lawrence in 1993 in a racially motivated attack, and then the subsequent mishandling of the investigation by the Metropolitan Police Service, sparked outrage. Was this the catalyst for rooting out systemic racism in the UK? The 1998 public inquiry by Sir William Macpherson found the Met Police to be institutionally racist. Surely we would now see a fierce determination among those in leadership roles in public and private sectors to eradicate systemic racism.At the Black Leadership Group conference in March we heard from keynote speaker Nazir Afzal OBE, who led an independent culture review of London Fire Brigade. In the conclusion to his report on LFB, published in 2022, Nazir said his review ‘found evidence that supports a finding that LFB is institutionally misogynist and racist’.It was as if the Macpherson Inquiry and Report had never happened. There have been many other reports since the LFB report. The findings are the same – racism is endemic in our public and private institutions.We are not short of events in history that, when they occurred, were considered triggers for action. In the immediate aftermath, with emotions high, meaningful statements were made about ensuring the tragedy would spark change for the better. Positive steps in the right direction would often follow. Aside from the horror of the events themselves, however, the overwhelming feeling, when considering these events together, is one of profound disappointment and of missed opportunities.We shouldn’t need catalysts, of course. The moral case against racism is so strong that you would hope, as individuals and organisations, we give this issue the attention it deserves. If the moral imperative were not already enough cause for action, the societal and economic arguments for a diverse and fair world are also compelling.The anniversary of George Floyd’s death will not be a catalyst for a redoubling of efforts to eradicate racism. At the very least, however, it is...]]></description><guid isPermaLink="false">ozWEEex5</guid><pubDate>Thu, 25 May 2023 09:33:03 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53994032/fogwxtrz83fklv3umczxqvturwkxw12dey5fi4zb.mp3" length="1048704" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/de466a77-7362-46a8-8394-fa832b9a4d47/de466a77-7362-46a8-8394-fa832b9a4d47.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/de466a77-7362-46a8-8394-fa832b9a4d47/de466a77-7362-46a8-8394-fa832b9a4d47.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/de466a77-7362-46a8-8394-fa832b9a4d47/de466a77-7362-46a8-8394-fa832b9a4d47.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Today marks the anniversary of the death of George Floyd, a 46-year-old black man killed in a US street by a white police officer. This wasn’t the catalyst for change we hoped it would be in eradicating systemic racism, says Stella Ngozi Mbubaegbu...</itunes:subtitle><itunes:summary><![CDATA[Today marks the anniversary of the death of George Floyd, a 46-year-old black man killed in a US street by a white police officer. This wasn’t the catalyst for change we hoped it would be in eradicating systemic racism, says Stella Ngozi Mbubaegbu CBE, Director of the Black Leadership Group. In this article, Stella argues that catalysts cannot be the driver for progress on anti-racism.On 25 May 2020, George Floyd, a 46-year-old black man, was murdered in a street in Minneapolis. A white police officer knelt on George’s neck for nine minutes and 29 seconds as he lay face down, handcuffed and helpless, ultimately killing him.The horror was captured on video and shared across the globe. It was a seemingly world-defining moment, and the outcry that followed seemed to catalyse efforts to eradicate racism. It appeared to give momentum to movement and individuals and organisations came out in force to voice their good intentions to help stamp out racism.Against the backdrop of the relentless ravages of the Covid pandemic that underscored human frailty, we looked in the mirror, saw ourselves for who and what we really are. We vowed to do better, to change the course of history. Racial and social justice became an imperative.Today, on the third anniversary of George Floyd’s death, we may well ask if George’s murder was a catalyst for sustained change. After all, we fought Covid and won. Needless to say, we have not won the war against racism. We do not yet live in an anti-racist world.Sadly, for those of us campaigning on anti-racism, the underwhelming impact of ‘catalysts’ is nothing new. We have been here before. We are approaching the 10th anniversary of the Black Lives Matter (BLM) movement which began in July 2013 following the fatal shooting of African-American teenager Trayvon Martin. More high profile incidents followed in the US, such as the death of Eric Garner in New York, and in other parts of the world.Of course, in the UK, a decade before the birth of the BLM movement, the death of Stephen Lawrence in 1993 in a racially motivated attack, and then the subsequent mishandling of the investigation by the Metropolitan Police Service, sparked outrage. Was this the catalyst for rooting out systemic racism in the UK? The 1998 public inquiry by Sir William Macpherson found the Met Police to be institutionally racist. Surely we would now see a fierce determination among those in leadership roles in public and private sectors to eradicate systemic racism.At the Black Leadership Group conference in March we heard from keynote speaker Nazir Afzal OBE, who led an independent culture review of London Fire Brigade. In the conclusion to his report on LFB, published in 2022, Nazir said his review ‘found evidence that supports a finding that LFB is institutionally misogynist and racist’.It was as if the Macpherson Inquiry and Report had never happened. There have been many other reports since the LFB report. The findings are the same – racism is endemic in our public and private institutions.We are not short of events in history that, when they occurred, were considered triggers for action. In the immediate aftermath, with emotions high, meaningful statements were made about ensuring the tragedy would spark change for the better. Positive steps in the right direction would often follow. Aside from the horror of the events themselves, however, the overwhelming feeling, when considering these events together, is one of profound disappointment and of missed opportunities.We shouldn’t need catalysts, of course. The moral case against racism is so strong that you would hope, as individuals and organisations, we give this issue the attention it deserves. If the moral imperative were not already enough cause for action, the societal and economic arguments for a diverse and fair world are also compelling.The anniversary of George Floyd’s death will not be a catalyst for a redoubling of efforts to eradicate racism. At the very least, however, it...]]></itunes:summary><itunes:duration>263</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>FE and the SEND Review</title><link>https://www.spreaker.com/episode/fe-and-the-send-review--53993647</link><description><![CDATA[Emma Sanderson, Managing Director,  Options Autism  , discusses the current challenges faced by young people with SEND in finding appropriate FE provision, the role of specialist colleges, and the implications for FE provision in the Government’s SEND ReviewThe sector remains quite stark – compared to their peers, young people with special educational needs are 25% less likely to be in sustained employment at age 27, and more likely destined to become long-term NEET (not in education, employment or training). We must support more positive futures for these young people who are not presently afforded the same choices as their neurotypical peers. We need equality in further and higher education.Although the number of students with special educational needs and/or disabilities (SEND), being educated in mainstream FE settings is rising rapidly, with local authority data reporting an 11.5% increase, from 46,786 students in 2019, to 52,168 in 2020, there is still a continuing need for specialist FE provision. The number of young people currently educated in specialist FE colleges has hardly changed for the last 5 years – approximately 6,000 students are catered for by 133 specialist colleges, of which 113 were funded by the Education and Skills Funding Agency (ESFA) in 2020/21.PROGRESSION RATES FOR YOUNG PEOPLE WITH SENDProgression rates for young people with SEND, lag well behind other nineteen year olds. According to the  latest Government figures  , in 2021/22 just 18% of young people with learning disabilities and/or disabilities (LLDD) participated in Further Education or Skills Training. In  Higher Education the numbers are even lower  , with just 8.7% of young people with an Education, Health and Care Plan (EHCP) or Statement of SEN, progressing to Higher Education by age 19, compared to 48.6% for those with no SEN.While both specialist and mainstream colleges provide programmes of learning designed to meet the needs of students with SEND; specialist colleges provide for those with more complex needs which cannot be effectively resourced in mainstream provision. These students require multi-disciplinary specialist input and expertise, and would struggle in a busy mainstream environment.WHAT MUST THE SEND REVIEW ALSO ADDRESSThe Government’s recent SEND Review; ‘Right support, right place, right time’ aimed at improving outcomes for children and young people with SEND, is very welcome, but if specialist colleges are to continue to provide a crucial role in a future SEND system, the SEND Review must also address current challenges:-  Misinterpretations about the nature and status of specialist colleges, results in some local authorities (LAs), parents and carers, not considering them an option alongside schools or colleges as potential providers. Specialist colleges tend to be regarded as ‘private’, and excluded from the Local Offer. It is important that those involved in SEND and high needs funding, recognise that both mainstream colleges and specialist colleges are independent of local authority control in terms of the SEND system.-  Specialist colleges are sometimes perceived as a ‘last resort’. Placements are made following disputes or appeals, rather than recognised as the appropriate provision for the young person who requires it, and planned in a timely manner. The statutory deadline of March 31  st  is routinely missed for the majority of learners coming into specialist colleges.-  Change is more likely to be achieved if government departments, LAs and regulatory bodies used the term ‘specialist college’ alongside ‘mainstream college’, rather than the confusing multitude of terms that are currently in place.-  As part of a future vision, specialist colleges should be positioned as an integral part of the FE sector, not simply and add on to secure placement for a young person at the last minute. There needs to be a clear set of policies for mainstream and specialist FE, that sit outside of those for mainstream and special...]]></description><guid isPermaLink="false">mLmVV4xN</guid><pubDate>Thu, 25 May 2023 08:32:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53993647/ss1umyqluxpiu8kbhjyluxgclys2ehnrr9dg8yar.mp3" length="1341504" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a/369ca84e-1afd-4ed1-a367-3bfe9c8ced7a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Emma Sanderson, Managing Director,  Options Autism  , discusses the current challenges faced by young people with SEND in finding appropriate FE provision, the role of specialist colleges, and the implications for FE provision in the Government’s SEND...</itunes:subtitle><itunes:summary><![CDATA[Emma Sanderson, Managing Director,  Options Autism  , discusses the current challenges faced by young people with SEND in finding appropriate FE provision, the role of specialist colleges, and the implications for FE provision in the Government’s SEND ReviewThe sector remains quite stark – compared to their peers, young people with special educational needs are 25% less likely to be in sustained employment at age 27, and more likely destined to become long-term NEET (not in education, employment or training). We must support more positive futures for these young people who are not presently afforded the same choices as their neurotypical peers. We need equality in further and higher education.Although the number of students with special educational needs and/or disabilities (SEND), being educated in mainstream FE settings is rising rapidly, with local authority data reporting an 11.5% increase, from 46,786 students in 2019, to 52,168 in 2020, there is still a continuing need for specialist FE provision. The number of young people currently educated in specialist FE colleges has hardly changed for the last 5 years – approximately 6,000 students are catered for by 133 specialist colleges, of which 113 were funded by the Education and Skills Funding Agency (ESFA) in 2020/21.PROGRESSION RATES FOR YOUNG PEOPLE WITH SENDProgression rates for young people with SEND, lag well behind other nineteen year olds. According to the  latest Government figures  , in 2021/22 just 18% of young people with learning disabilities and/or disabilities (LLDD) participated in Further Education or Skills Training. In  Higher Education the numbers are even lower  , with just 8.7% of young people with an Education, Health and Care Plan (EHCP) or Statement of SEN, progressing to Higher Education by age 19, compared to 48.6% for those with no SEN.While both specialist and mainstream colleges provide programmes of learning designed to meet the needs of students with SEND; specialist colleges provide for those with more complex needs which cannot be effectively resourced in mainstream provision. These students require multi-disciplinary specialist input and expertise, and would struggle in a busy mainstream environment.WHAT MUST THE SEND REVIEW ALSO ADDRESSThe Government’s recent SEND Review; ‘Right support, right place, right time’ aimed at improving outcomes for children and young people with SEND, is very welcome, but if specialist colleges are to continue to provide a crucial role in a future SEND system, the SEND Review must also address current challenges:-  Misinterpretations about the nature and status of specialist colleges, results in some local authorities (LAs), parents and carers, not considering them an option alongside schools or colleges as potential providers. Specialist colleges tend to be regarded as ‘private’, and excluded from the Local Offer. It is important that those involved in SEND and high needs funding, recognise that both mainstream colleges and specialist colleges are independent of local authority control in terms of the SEND system.-  Specialist colleges are sometimes perceived as a ‘last resort’. Placements are made following disputes or appeals, rather than recognised as the appropriate provision for the young person who requires it, and planned in a timely manner. The statutory deadline of March 31  st  is routinely missed for the majority of learners coming into specialist colleges.-  Change is more likely to be achieved if government departments, LAs and regulatory bodies used the term ‘specialist college’ alongside ‘mainstream college’, rather than the confusing multitude of terms that are currently in place.-  As part of a future vision, specialist colleges should be positioned as an integral part of the FE sector, not simply and add on to secure placement for a young person at the last minute. There needs to be a clear set of policies for mainstream and specialist FE, that sit outside of those for mainstream and...]]></itunes:summary><itunes:duration>336</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>The Future of Education: How AI is Personalising Learning</title><link>https://www.spreaker.com/episode/the-future-of-education-how-ai-is-personalising-learning--53993638</link><description><![CDATA[Education is undergoing a remarkable transformation thanks to the rapid advancements in artificial intelligence (AI). AI is revolutionising the way we learn by personalising education, tailoring it to the unique needs and preferences of each learner.In this article, we will delve into the future of education and explore how AI is reshaping traditional classrooms. From adaptive learning systems to intelligent tutoring and advanced analytics, AI is unlocking the potential for personalised learning experiences that enhance student engagement, improve outcomes, and pave the way for a more inclusive and effective education system.ADAPTIVE LEARNING AND PERSONALIZED INSTRUCTIONAdaptive learning systems powered by AI are changing the landscape of education by offering personalised instruction to students. These systems utilise sophisticated algorithms that analyse individual learning patterns, strengths, and weaknesses to deliver customized content and adjust the learning pace accordingly. By tailoring educational materials to suit each student’s unique needs, adaptive learning systems optimize learning outcomes.INTELLIGENT TUTORING AND VIRTUAL ASSISTANTSIntelligent tutoring systems and virtual assistants infused with AI technology are transforming the way students receive guidance and support. These interactive digital companions provide immediate feedback, answer student inquiries, and offer personalized assistance throughout the learning process. By emulating the role of human tutors, AI-powered virtual assistants promote critical thinking, enhance student engagement, and facilitate self-directed learning.ENHANCED ASSESSMENTS AND FEEDBACKAI is revolutionising the assessment landscape by introducing more accurate and efficient evaluation methods. Machine learning algorithms analyse student responses, assess their understanding, and provide immediate feedback.This real-time feedback loop allows students to identify their strengths and weaknesses, enabling them to focus their efforts on areas that require improvement. Additionally, educators can gain valuable insights into student progress, allowing them to adjust their teaching strategies accordingly.INTELLIGENT LEARNING ANALYTICSAI-driven learning analytics provide educators with powerful tools to gain deep insights into student performance, engagement, and progress. By leveraging AI algorithms to analyse vast amounts of data, educators can identify patterns, track learning outcomes, and tailor instruction to meet individual needs. This data-driven approach enables educators to provide targeted interventions and support, ensuring that every student receives a personalized learning experience.CONCLUSIONThe future of education lies in the intersection of AI and personalised learning. By harnessing the power of adaptive learning systems, intelligent tutoring, enhanced assessments, and intelligent learning analytics, educators can create tailored and engaging learning experiences for students.The integration of AI technologies in education holds the potential to revolutionize traditional classrooms, fostering greater student engagement, improving outcomes, and promoting lifelong learning.As we embrace this future, it is essential to strike a balance between technological advancements and the human touch, ensuring that AI complements and enhances the educational experience while valuing the expertise and guidance of educators.]]></description><guid isPermaLink="false">bLr338xg</guid><pubDate>Thu, 25 May 2023 08:32:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53993638/bvpymfd7wjnampkv0rcmzkkc9vapeqmnrtxkehlb.mp3" length="817056" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f84a05a6-5f22-4336-8933-ecd204ab04b7/f84a05a6-5f22-4336-8933-ecd204ab04b7.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f84a05a6-5f22-4336-8933-ecd204ab04b7/f84a05a6-5f22-4336-8933-ecd204ab04b7.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/f84a05a6-5f22-4336-8933-ecd204ab04b7/f84a05a6-5f22-4336-8933-ecd204ab04b7.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Education is undergoing a remarkable transformation thanks to the rapid advancements in artificial intelligence (AI). AI is revolutionising the way we learn by personalising education, tailoring it to the unique needs and preferences of each...</itunes:subtitle><itunes:summary><![CDATA[Education is undergoing a remarkable transformation thanks to the rapid advancements in artificial intelligence (AI). AI is revolutionising the way we learn by personalising education, tailoring it to the unique needs and preferences of each learner.In this article, we will delve into the future of education and explore how AI is reshaping traditional classrooms. From adaptive learning systems to intelligent tutoring and advanced analytics, AI is unlocking the potential for personalised learning experiences that enhance student engagement, improve outcomes, and pave the way for a more inclusive and effective education system.ADAPTIVE LEARNING AND PERSONALIZED INSTRUCTIONAdaptive learning systems powered by AI are changing the landscape of education by offering personalised instruction to students. These systems utilise sophisticated algorithms that analyse individual learning patterns, strengths, and weaknesses to deliver customized content and adjust the learning pace accordingly. By tailoring educational materials to suit each student’s unique needs, adaptive learning systems optimize learning outcomes.INTELLIGENT TUTORING AND VIRTUAL ASSISTANTSIntelligent tutoring systems and virtual assistants infused with AI technology are transforming the way students receive guidance and support. These interactive digital companions provide immediate feedback, answer student inquiries, and offer personalized assistance throughout the learning process. By emulating the role of human tutors, AI-powered virtual assistants promote critical thinking, enhance student engagement, and facilitate self-directed learning.ENHANCED ASSESSMENTS AND FEEDBACKAI is revolutionising the assessment landscape by introducing more accurate and efficient evaluation methods. Machine learning algorithms analyse student responses, assess their understanding, and provide immediate feedback.This real-time feedback loop allows students to identify their strengths and weaknesses, enabling them to focus their efforts on areas that require improvement. Additionally, educators can gain valuable insights into student progress, allowing them to adjust their teaching strategies accordingly.INTELLIGENT LEARNING ANALYTICSAI-driven learning analytics provide educators with powerful tools to gain deep insights into student performance, engagement, and progress. By leveraging AI algorithms to analyse vast amounts of data, educators can identify patterns, track learning outcomes, and tailor instruction to meet individual needs. This data-driven approach enables educators to provide targeted interventions and support, ensuring that every student receives a personalized learning experience.CONCLUSIONThe future of education lies in the intersection of AI and personalised learning. By harnessing the power of adaptive learning systems, intelligent tutoring, enhanced assessments, and intelligent learning analytics, educators can create tailored and engaging learning experiences for students.The integration of AI technologies in education holds the potential to revolutionize traditional classrooms, fostering greater student engagement, improving outcomes, and promoting lifelong learning.As we embrace this future, it is essential to strike a balance between technological advancements and the human touch, ensuring that AI complements and enhances the educational experience while valuing the expertise and guidance of educators.]]></itunes:summary><itunes:duration>205</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Thoughts on the recent G7</title><link>https://www.spreaker.com/episode/thoughts-on-the-recent-g7--53993637</link><description><![CDATA[Last week Paul Grainger attended the Global Solutions summit, which advises the G7. A summary of the broader decisions is followed by a discussion of how to provide a digital architecture for the public good  .This year’s  G7  , 19 – 21 May, achieved extra prominence in part because of the attendance of President Zelensky, in part because of the symbolism of being held in Hiroshima. Scorned by many as an elitist club, the seven affluent democracies were joined this year a further eight countries, representing wider global interests, but still excluding China.The leaders have three days at most to cut deals, so much of the groundwork is prepared in advance by policymakers, Think Tanks and groups of academics. One such is the  Global Solutions Initiative  , a highly influential collaborative enterprise comprised of a network of renowned Think Tanks. It advises both the G20 and the G7, and other global governance for Influential figures from around the world to contribute. In particular, the initiative has the ear of the German Chancellor. I attended the May Summit, together will colleagues from the Global Initiative for Digital Empowerment (  GIDE  ). Its website is worth a visit.Chancellor Scholz, of course, focussed on the big, strategic stuff, commending the Summit’s focus on solutions, not problems. As well as affirming a commitment to resist Russia, or indeed any state annexing another’s territory.HE IDENTIFIED THREE AREAS OF GLOBAL CONCERN:-  International law and rulings by international courts are being ignored.-  Universal human rights are being dismissed as “regional inventions”.-  Nuclear proliferation poses a growing threat in East Asia and the Middle East.He was mindful that many leaders not at the G7 are not questioning the underlying principles of our international order. What they are struggling with is the unequal application of those principles. What they expect is representation on equal terms – and an end to Western double standards. A huge opportunity to bring about a new relationship between Europe and the Global South is the transition towards renewable energy.SO, THE HEADLINES FROM THE G7 ARE:-  assure Ukraine of unwavering support for as long as it takes,-  take steps towards creating secure and resilient economies, based on partnerships with the Global South,-  act on the challenges faced by developing and emerging markets, ranging from the urgent threat of the climate crisis to their critical need for infrastructure.Other ideas were given a high profile at the summit. There was general agreement that economies need to move the burden of taxation from tolls on workers to charges on resources. There were proposals also to develop new ways of measuring prosperity, focussing on how people feel rather than the bullion they sit on. There is, in addition, an urgent need to reform global value chains to reflect an implicit commitment to reducing emissions. With the impact of  artificial intelligence  on the  4  th  industrial revolution  it is assumed that the nature of human employment will continue to tilt from manufacture to the provision of services. The use of digital communications is now assumed. As a result, we are much more aware of the limitations, or personal discomfort imposed by time zones. In reaching out to the global south Europe is likely to look to Africa, the US to Latin America and so forth to minimise the impact of the disruption brought about by time differences.DIGITAL CITIZENS AND DIGITAL ARCHITECTUREIn the background to the conference there was a focussed discussion on steps towards empowering digital citizens and providing the building blocks for a digital architecture for the public good. This is particularly pertinent to the work of GIDE. The market in data has become distorted. Citizens are no longer valued as customers, but as helpless generators of data to be sold to the new ‘customers’, the advertisers. By returning control of their data to the citizen the market in social media...]]></description><guid isPermaLink="false">ALOmmd9v</guid><pubDate>Thu, 25 May 2023 08:32:14 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53993637/iepi0i4fcnholaopwgqy6cyhqigv4ihj0chqlbpc.mp3" length="1140672" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b477604-9dbb-4e07-82c1-207a04823b26/4b477604-9dbb-4e07-82c1-207a04823b26.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b477604-9dbb-4e07-82c1-207a04823b26/4b477604-9dbb-4e07-82c1-207a04823b26.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4b477604-9dbb-4e07-82c1-207a04823b26/4b477604-9dbb-4e07-82c1-207a04823b26.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Last week Paul Grainger attended the Global Solutions summit, which advises the G7. A summary of the broader decisions is followed by a discussion of how to provide a digital architecture for the public good  .This year’s  G7  , 19 – 21 May, achieved...</itunes:subtitle><itunes:summary><![CDATA[Last week Paul Grainger attended the Global Solutions summit, which advises the G7. A summary of the broader decisions is followed by a discussion of how to provide a digital architecture for the public good  .This year’s  G7  , 19 – 21 May, achieved extra prominence in part because of the attendance of President Zelensky, in part because of the symbolism of being held in Hiroshima. Scorned by many as an elitist club, the seven affluent democracies were joined this year a further eight countries, representing wider global interests, but still excluding China.The leaders have three days at most to cut deals, so much of the groundwork is prepared in advance by policymakers, Think Tanks and groups of academics. One such is the  Global Solutions Initiative  , a highly influential collaborative enterprise comprised of a network of renowned Think Tanks. It advises both the G20 and the G7, and other global governance for Influential figures from around the world to contribute. In particular, the initiative has the ear of the German Chancellor. I attended the May Summit, together will colleagues from the Global Initiative for Digital Empowerment (  GIDE  ). Its website is worth a visit.Chancellor Scholz, of course, focussed on the big, strategic stuff, commending the Summit’s focus on solutions, not problems. As well as affirming a commitment to resist Russia, or indeed any state annexing another’s territory.HE IDENTIFIED THREE AREAS OF GLOBAL CONCERN:-  International law and rulings by international courts are being ignored.-  Universal human rights are being dismissed as “regional inventions”.-  Nuclear proliferation poses a growing threat in East Asia and the Middle East.He was mindful that many leaders not at the G7 are not questioning the underlying principles of our international order. What they are struggling with is the unequal application of those principles. What they expect is representation on equal terms – and an end to Western double standards. A huge opportunity to bring about a new relationship between Europe and the Global South is the transition towards renewable energy.SO, THE HEADLINES FROM THE G7 ARE:-  assure Ukraine of unwavering support for as long as it takes,-  take steps towards creating secure and resilient economies, based on partnerships with the Global South,-  act on the challenges faced by developing and emerging markets, ranging from the urgent threat of the climate crisis to their critical need for infrastructure.Other ideas were given a high profile at the summit. There was general agreement that economies need to move the burden of taxation from tolls on workers to charges on resources. There were proposals also to develop new ways of measuring prosperity, focussing on how people feel rather than the bullion they sit on. There is, in addition, an urgent need to reform global value chains to reflect an implicit commitment to reducing emissions. With the impact of  artificial intelligence  on the  4  th  industrial revolution  it is assumed that the nature of human employment will continue to tilt from manufacture to the provision of services. The use of digital communications is now assumed. As a result, we are much more aware of the limitations, or personal discomfort imposed by time zones. In reaching out to the global south Europe is likely to look to Africa, the US to Latin America and so forth to minimise the impact of the disruption brought about by time differences.DIGITAL CITIZENS AND DIGITAL ARCHITECTUREIn the background to the conference there was a focussed discussion on steps towards empowering digital citizens and providing the building blocks for a digital architecture for the public good. This is particularly pertinent to the work of GIDE. The market in data has become distorted. Citizens are no longer valued as customers, but as helpless generators of data to be sold to the new ‘customers’, the advertisers. By returning control of their data to the citizen the market in social...]]></itunes:summary><itunes:duration>286</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Working for better work: Prioritising employers</title><link>https://www.spreaker.com/episode/working-for-better-work-prioritising-employers--53981862</link><description><![CDATA[In this article, Elizabeth Taylor shares her takeaways from recent analysis of employers navigating Universal Credit. Supporting, challenging and protecting employers is critical to the success of the sector and supporting people on Universal credit to gain and sustain good work.We place a lot of emphasis in our sector on individually tailored programmes, people-centric support, holistic packages to help people at every stage in their employment journey. And quite rightly so; participants sit at the heart of every good employability programme.Then set this against Universal Credit’s dogma of work first, moving people into any job – then bettering it.Deep in this conundrum it’s easy to see where employers wants and worries can fall through the cracks.Yet employers sit at the centre of everything ERSA members deliver. Put simply, they offer the jobs that the people we support are trying to access.So is the sector doing enough to help employers recruit and keep the people they need? Helping them navigate the intricacies of the Universal Credit system for both their existing and potential employees, and importantly, encouraging them to offer good work – not just any work – to participants?This was the question discussed at the recent ERSA Employer Engagement Forum; a community of good practice comprising practitioners, commissioners, and employers intent on joining up labour market needs with employment support. At the cornerstone of discussions were  new research findings from Manchester Metropolitan University  , examining how the UK’s active labour market policies, including Universal Credit, affect employers’ recruitment and progression strategies. Currently being reviewed, and gathering significant pace at DWP, I wholeheartedly echo  Dr Katy Jones’  three recommendations for employability professionals:SUPPORT EMPLOYERSEmployers are largely critical of a work first approach, understandably wanting a more sustainable model, integrating skills development, recruitment, and retention support. Involving employers in service design early-doors will lessen, if not eliminate, many barriers in recruiting and managing people furthest from the labour market, or those with additional support needs.We heard excellent examples from the Growth Company’s  Fern Goddard  of employer forums giving direct feedback on the people issues they face. Direct responses are then masterminded, from delivering workshops on priority group participants, upskilling the engagement team on all-things-Universal-Credit, to referrals to other expert sector partners.CHALLENGE EMPLOYERSIs any job really OK? Or should we be encouraging employers to go further?For the majority of participants I would say that employability professionals have a definite role to play in encouraging employers to go above and beyond minimum scheme requirements. From simply questioning why a different approach couldn’t work, different hours, different pay grades; to suggesting recognised charters and frameworks to employ, we have the knowledge and best practice to share.While employers must ultimately take responsibility for the quality of their workers’ experiences, our encouragement and proactive challenges can help shape more inclusive employer practices. And if an employer doesn’t have their team’s best interests at heart, that job entry simply isn’t worth chasing.PROTECT EMPLOYERSDrop the acronyms, bury the bureaucracy, and ‘hide the wiring’ – a perfect analogy for shielding employers from the unnecessary complexities of our fragmented employability landscape. Employers are looking to push at an open door, not face a brick wall of process. As employability practitioners we largely understand programme nuances and interconnectivities, but does your employer really need to do so? Being a gateway to access schemes simply and unlock the plethora of additional support available will build a mutually beneficial partnership.Sounds simple? Yet these themes are not new, they’re the essence o...]]></description><guid isPermaLink="false">BLwppGx1</guid><pubDate>Wed, 24 May 2023 08:32:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53981862/cphyw2y0hwirfwsgm0wu7kocnlbcvfhi3alkqrgy.mp3" length="1126560" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f981cdf-f8d2-4ff5-9095-b4c55e552b02/2f981cdf-f8d2-4ff5-9095-b4c55e552b02.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f981cdf-f8d2-4ff5-9095-b4c55e552b02/2f981cdf-f8d2-4ff5-9095-b4c55e552b02.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/2f981cdf-f8d2-4ff5-9095-b4c55e552b02/2f981cdf-f8d2-4ff5-9095-b4c55e552b02.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Elizabeth Taylor shares her takeaways from recent analysis of employers navigating Universal Credit. Supporting, challenging and protecting employers is critical to the success of the sector and supporting people on Universal credit...</itunes:subtitle><itunes:summary><![CDATA[In this article, Elizabeth Taylor shares her takeaways from recent analysis of employers navigating Universal Credit. Supporting, challenging and protecting employers is critical to the success of the sector and supporting people on Universal credit to gain and sustain good work.We place a lot of emphasis in our sector on individually tailored programmes, people-centric support, holistic packages to help people at every stage in their employment journey. And quite rightly so; participants sit at the heart of every good employability programme.Then set this against Universal Credit’s dogma of work first, moving people into any job – then bettering it.Deep in this conundrum it’s easy to see where employers wants and worries can fall through the cracks.Yet employers sit at the centre of everything ERSA members deliver. Put simply, they offer the jobs that the people we support are trying to access.So is the sector doing enough to help employers recruit and keep the people they need? Helping them navigate the intricacies of the Universal Credit system for both their existing and potential employees, and importantly, encouraging them to offer good work – not just any work – to participants?This was the question discussed at the recent ERSA Employer Engagement Forum; a community of good practice comprising practitioners, commissioners, and employers intent on joining up labour market needs with employment support. At the cornerstone of discussions were  new research findings from Manchester Metropolitan University  , examining how the UK’s active labour market policies, including Universal Credit, affect employers’ recruitment and progression strategies. Currently being reviewed, and gathering significant pace at DWP, I wholeheartedly echo  Dr Katy Jones’  three recommendations for employability professionals:SUPPORT EMPLOYERSEmployers are largely critical of a work first approach, understandably wanting a more sustainable model, integrating skills development, recruitment, and retention support. Involving employers in service design early-doors will lessen, if not eliminate, many barriers in recruiting and managing people furthest from the labour market, or those with additional support needs.We heard excellent examples from the Growth Company’s  Fern Goddard  of employer forums giving direct feedback on the people issues they face. Direct responses are then masterminded, from delivering workshops on priority group participants, upskilling the engagement team on all-things-Universal-Credit, to referrals to other expert sector partners.CHALLENGE EMPLOYERSIs any job really OK? Or should we be encouraging employers to go further?For the majority of participants I would say that employability professionals have a definite role to play in encouraging employers to go above and beyond minimum scheme requirements. From simply questioning why a different approach couldn’t work, different hours, different pay grades; to suggesting recognised charters and frameworks to employ, we have the knowledge and best practice to share.While employers must ultimately take responsibility for the quality of their workers’ experiences, our encouragement and proactive challenges can help shape more inclusive employer practices. And if an employer doesn’t have their team’s best interests at heart, that job entry simply isn’t worth chasing.PROTECT EMPLOYERSDrop the acronyms, bury the bureaucracy, and ‘hide the wiring’ – a perfect analogy for shielding employers from the unnecessary complexities of our fragmented employability landscape. Employers are looking to push at an open door, not face a brick wall of process. As employability practitioners we largely understand programme nuances and interconnectivities, but does your employer really need to do so? Being a gateway to access schemes simply and unlock the plethora of additional support available will build a mutually beneficial partnership.Sounds simple? Yet these themes are not new, they’re the...]]></itunes:summary><itunes:duration>282</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Reducing sexual harm in FE – going beyond safeguarding</title><link>https://www.spreaker.com/episode/reducing-sexual-harm-in-fe-going-beyond-safeguarding--53981857</link><description><![CDATA[In this article, Deborah Jenkins discusses the need to go beyond safeguarding in order to reduce sexual harm in the further education (FE) sector. Deborah explores the historical context of the Cleveland Child Abuse Scandal and the subsequent creation of the Children Act 1989, which laid the foundation for the safeguarding industry.Despite the widespread implementation of safeguarding measures, sexual abuse still persists in various institutions. Deborah highlights the challenges specific to the FE sector, such as porous physical spaces and a lack of understanding of current cultural and sexual environments. TDI aims to promote shared accountability and provide tools to reduce sexual harm.Despite the concept of safeguarding being an intrinsic part of everyday life and crucial to the fabric of most organisations, the risk of sexual harm today seems higher than ever. Deborah Jenkins explores the increasingly complicated environment in which we’re working, the unique set of challenges that are faced by the FE sector, and how each and every one of us can play our part in reducing the risk of sexual harm and creating safer communities.THE CREATION OF THE CHILDREN ACT AND TDI – AND THE SEXUAL ABUSE SCANDAL THAT PRECEDED ITI’m going to start by going back 30 years when a particular scandal was still reverberating around the UK, six years after it had first come to the public’s attention. Between February and July 1987, two hospital doctors in Middlesbrough in the North East of England had identified 121 children whom they believed to be victims of sexual abuse, all of whom were then removed from their families, some in the middle of the night. The pressure on social services was such that some of the children had to be accommodated in a hospital ward.In May 1987, parents of the children marched from the hospital to the press and the story hit the headlines. Dame Elizabeth Butler Sloss was appointed to carry out an investigation into the accusations, and in 1988 published her report, which found inconsistencies resulting in 94 of the children being returned to their parents.At the time, public and political outrage around what was perceived as a terrible injustice to innocent parents created a strong disincentive for agencies to pursue concerns. However, in 1997, a highly contentious BBC documentary found evidence that many of those children returned to their parents were subsequently removed again and the abuse against them had been confirmed.What became known as the Cleveland Child Abuse Scandal was a strong factor in the creation of the Children Act 1989, which laid down duties for agencies to safeguard children and promote their welfare. This was fully implemented in 1993, creating the birth of what was to become the safeguarding industry with which we are now all familiar.Against this febrile background, Sue Winfield (at the time second in command of the Northumbria Probation Service), was particularly concerned about how known sex offenders were being managed. Communications between agencies were sparse, offenders could be released from prison and disappear into communities to reoffend, and time and again, opportunities to prevent sexual harm were lost because the trail of decision-making was weak.She asked me to chair a small group of professionals brought together to explore how better multi-agency working might improve the oversight of sex offenders. TDI (The Derwent Initiative) was founded as a charity in 1993 and has spent the last 30 years seeking pragmatic ways to reduce the risk of sexual harm in our systems, institutions, and places.WE’RE TICKING THE SAFEGUARDING BOXES… BUT SEXUAL ABUSE IS STILL OCCURRINGToday, the concept and practice of ‘safeguarding’ has become part of everyone’s vocabulary. The vast majority of organisations have policies, protocols, operating procedures and officers responsible for ensuring that legislation and regulation is complied with. No contract can be agreed, no grant received, no significan...]]></description><guid isPermaLink="false">Q92OONzY</guid><pubDate>Wed, 24 May 2023 08:32:30 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53981857/dkm6z9rqgegd2puvpnusi5oskp7heqjl5os8rrg5.mp3" length="2530752" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/13ff009c-0d63-44bd-a100-613beee5a857/13ff009c-0d63-44bd-a100-613beee5a857.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/13ff009c-0d63-44bd-a100-613beee5a857/13ff009c-0d63-44bd-a100-613beee5a857.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/13ff009c-0d63-44bd-a100-613beee5a857/13ff009c-0d63-44bd-a100-613beee5a857.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Deborah Jenkins discusses the need to go beyond safeguarding in order to reduce sexual harm in the further education (FE) sector. Deborah explores the historical context of the Cleveland Child Abuse Scandal and the subsequent creation...</itunes:subtitle><itunes:summary><![CDATA[In this article, Deborah Jenkins discusses the need to go beyond safeguarding in order to reduce sexual harm in the further education (FE) sector. Deborah explores the historical context of the Cleveland Child Abuse Scandal and the subsequent creation of the Children Act 1989, which laid the foundation for the safeguarding industry.Despite the widespread implementation of safeguarding measures, sexual abuse still persists in various institutions. Deborah highlights the challenges specific to the FE sector, such as porous physical spaces and a lack of understanding of current cultural and sexual environments. TDI aims to promote shared accountability and provide tools to reduce sexual harm.Despite the concept of safeguarding being an intrinsic part of everyday life and crucial to the fabric of most organisations, the risk of sexual harm today seems higher than ever. Deborah Jenkins explores the increasingly complicated environment in which we’re working, the unique set of challenges that are faced by the FE sector, and how each and every one of us can play our part in reducing the risk of sexual harm and creating safer communities.THE CREATION OF THE CHILDREN ACT AND TDI – AND THE SEXUAL ABUSE SCANDAL THAT PRECEDED ITI’m going to start by going back 30 years when a particular scandal was still reverberating around the UK, six years after it had first come to the public’s attention. Between February and July 1987, two hospital doctors in Middlesbrough in the North East of England had identified 121 children whom they believed to be victims of sexual abuse, all of whom were then removed from their families, some in the middle of the night. The pressure on social services was such that some of the children had to be accommodated in a hospital ward.In May 1987, parents of the children marched from the hospital to the press and the story hit the headlines. Dame Elizabeth Butler Sloss was appointed to carry out an investigation into the accusations, and in 1988 published her report, which found inconsistencies resulting in 94 of the children being returned to their parents.At the time, public and political outrage around what was perceived as a terrible injustice to innocent parents created a strong disincentive for agencies to pursue concerns. However, in 1997, a highly contentious BBC documentary found evidence that many of those children returned to their parents were subsequently removed again and the abuse against them had been confirmed.What became known as the Cleveland Child Abuse Scandal was a strong factor in the creation of the Children Act 1989, which laid down duties for agencies to safeguard children and promote their welfare. This was fully implemented in 1993, creating the birth of what was to become the safeguarding industry with which we are now all familiar.Against this febrile background, Sue Winfield (at the time second in command of the Northumbria Probation Service), was particularly concerned about how known sex offenders were being managed. Communications between agencies were sparse, offenders could be released from prison and disappear into communities to reoffend, and time and again, opportunities to prevent sexual harm were lost because the trail of decision-making was weak.She asked me to chair a small group of professionals brought together to explore how better multi-agency working might improve the oversight of sex offenders. TDI (The Derwent Initiative) was founded as a charity in 1993 and has spent the last 30 years seeking pragmatic ways to reduce the risk of sexual harm in our systems, institutions, and places.WE’RE TICKING THE SAFEGUARDING BOXES… BUT SEXUAL ABUSE IS STILL OCCURRINGToday, the concept and practice of ‘safeguarding’ has become part of everyone’s vocabulary. The vast majority of organisations have policies, protocols, operating procedures and officers responsible for ensuring that legislation and regulation is complied with. No contract can be agreed, no grant received, no...]]></itunes:summary><itunes:duration>633</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:episodeType>full</itunes:episodeType></item><item><title>The UVAC Agenda – Degree Apprenticeships, Higher Technical Qualifications and the Lifelong Loan Entitlement</title><link>https://www.spreaker.com/episode/the-uvac-agenda-degree-apprenticeships-higher-technical-qualifications-and-the-lifelong-loan-entitlement--53968172</link><description><![CDATA[UVAC’s agenda, once marginal, is now getting the recognition it deserves. Read the Secretary of State’s Higher Education Strategic Priorities Grant Letter to the Office for Students for the 2023-24 financial year, and it is apparent how the higher level vocational learning policies and programmes championed by UVAC are now central to the Government’s Higher Education agenda.Go back to the year UVAC was established, 1999, and our agenda to champion higher level vocational education was, at best marginal.  UVAC’s development work largely focused on supporting universities and higher education institutions (HEIs) to engage with level 4 and 5 National Vocational Qualifications (NVQs) – remember them?  Of course many universities just got on with the vocational agenda, undertaking a considerable amount of valuable work with employers.  Such activity, although valued by employers and learners did not however, have the recognition it deserved, and it was certainly not a priority for national policy makers in and outside Westminster Government.Read the Secretary of State’s Higher Education Strategic Priorities Grant Letter to the OfS for the 2023-24 financial year, and it is apparent how different the higher-level vocational agenda is to that of 1999.  The higher level vocational learning policies and programmes championed by UVAC are now central to the Government’s Higher Education agenda.  The terminology in the Grant Letter is particularly interesting with emphasis placed on enabling “universities and colleges to offer more high-quality training opportunities that enhance the career prospects of their students.”Degree ApprenticeshipsDegree Apprenticeships are now a priority, with a new two-year £40m development fund specifically outlined in the Grant Letter itself.  In 1999, the year UVAC was founded, Modern Apprenticeship was a level 3 programme.  The level 2 programme of 1999 was National Traineeships that would shortly be replaced by Foundation Modern Apprenticeships.  National Traineeships then replaced the Youth Training Scheme (YTS) of the 1980s, the Government response to the widespread youth unemployment of the time. Degree Apprenticeships did not exist until 2015, although a fleeting experiment with Graduate Apprenticeships in the early 2000s was introduced, but they petered out as policy makers lost interest.  Today, Degree Apprenticeships account for 18% of all Apprenticeship starts (first quarter of the 2022/23 Academic year) and grew by 14% when the first quarter of the 2022/23 Academic Year (August, September and October) is compared with the same quarter in the 2021/22 Academic year.Minister for Skills, Apprenticeships and Higher Education, Rt Hon Robert Halfon has been very clear; he expects all universities to offer Degree Apprenticeships.  Degree Apprenticeships are seen as a mainstream offer and key priority for universities.  Level 4 and 5 ProvisionIn many ways the Government’s emphasis on the need to grow level 4 and 5 provision and its request to the OfS to allocate £16m in the 2023-24 financial year to “encourage greater provision and build capacity”, follows on from many previous policies.  Interest in expanding level 4 and 5 provision is not new.  The launch of Foundation Degrees in 2000 by Labour Education Secretary David Blunkett was a particularly important development.The rationale for the expansion of levels 4 and 5 outlined in the Grant Letter “shorter and cheaper than degrees” and “growing employer demand for skills at these levels”, has also been pushed many times by Westminster Government.  The present level 4 and level 5 policy agenda is, of course, based around the Government’s flagship Higher Technical Qualifications, which are qualifications approved by the Institute for Apprenticeships and Technical Education (IfATE) as meeting the knowledge, skills and behaviours needed by a sector. Interestingly, the Grant Letter makes no reference to Higher Apprenticeships.  We would suggest that this is be...]]></description><guid isPermaLink="false">E9boBQzZ</guid><pubDate>Tue, 23 May 2023 08:00:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53968172/xrx4an2ghuna6ffym9np6ecxzukmlegijrmnud1w.mp3" length="1323456" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74e77d96-6879-466a-bdfd-0215a39861ab/74e77d96-6879-466a-bdfd-0215a39861ab.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74e77d96-6879-466a-bdfd-0215a39861ab/74e77d96-6879-466a-bdfd-0215a39861ab.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/74e77d96-6879-466a-bdfd-0215a39861ab/74e77d96-6879-466a-bdfd-0215a39861ab.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>UVAC’s agenda, once marginal, is now getting the recognition it deserves. Read the Secretary of State’s Higher Education Strategic Priorities Grant Letter to the Office for Students for the 2023-24 financial year, and it is apparent how the higher...</itunes:subtitle><itunes:summary><![CDATA[UVAC’s agenda, once marginal, is now getting the recognition it deserves. Read the Secretary of State’s Higher Education Strategic Priorities Grant Letter to the Office for Students for the 2023-24 financial year, and it is apparent how the higher level vocational learning policies and programmes championed by UVAC are now central to the Government’s Higher Education agenda.Go back to the year UVAC was established, 1999, and our agenda to champion higher level vocational education was, at best marginal.  UVAC’s development work largely focused on supporting universities and higher education institutions (HEIs) to engage with level 4 and 5 National Vocational Qualifications (NVQs) – remember them?  Of course many universities just got on with the vocational agenda, undertaking a considerable amount of valuable work with employers.  Such activity, although valued by employers and learners did not however, have the recognition it deserved, and it was certainly not a priority for national policy makers in and outside Westminster Government.Read the Secretary of State’s Higher Education Strategic Priorities Grant Letter to the OfS for the 2023-24 financial year, and it is apparent how different the higher-level vocational agenda is to that of 1999.  The higher level vocational learning policies and programmes championed by UVAC are now central to the Government’s Higher Education agenda.  The terminology in the Grant Letter is particularly interesting with emphasis placed on enabling “universities and colleges to offer more high-quality training opportunities that enhance the career prospects of their students.”Degree ApprenticeshipsDegree Apprenticeships are now a priority, with a new two-year £40m development fund specifically outlined in the Grant Letter itself.  In 1999, the year UVAC was founded, Modern Apprenticeship was a level 3 programme.  The level 2 programme of 1999 was National Traineeships that would shortly be replaced by Foundation Modern Apprenticeships.  National Traineeships then replaced the Youth Training Scheme (YTS) of the 1980s, the Government response to the widespread youth unemployment of the time. Degree Apprenticeships did not exist until 2015, although a fleeting experiment with Graduate Apprenticeships in the early 2000s was introduced, but they petered out as policy makers lost interest.  Today, Degree Apprenticeships account for 18% of all Apprenticeship starts (first quarter of the 2022/23 Academic year) and grew by 14% when the first quarter of the 2022/23 Academic Year (August, September and October) is compared with the same quarter in the 2021/22 Academic year.Minister for Skills, Apprenticeships and Higher Education, Rt Hon Robert Halfon has been very clear; he expects all universities to offer Degree Apprenticeships.  Degree Apprenticeships are seen as a mainstream offer and key priority for universities.  Level 4 and 5 ProvisionIn many ways the Government’s emphasis on the need to grow level 4 and 5 provision and its request to the OfS to allocate £16m in the 2023-24 financial year to “encourage greater provision and build capacity”, follows on from many previous policies.  Interest in expanding level 4 and 5 provision is not new.  The launch of Foundation Degrees in 2000 by Labour Education Secretary David Blunkett was a particularly important development.The rationale for the expansion of levels 4 and 5 outlined in the Grant Letter “shorter and cheaper than degrees” and “growing employer demand for skills at these levels”, has also been pushed many times by Westminster Government.  The present level 4 and level 5 policy agenda is, of course, based around the Government’s flagship Higher Technical Qualifications, which are qualifications approved by the Institute for Apprenticeships and Technical Education (IfATE) as meeting the knowledge, skills and behaviours needed by a sector. Interestingly, the Grant Letter makes no reference to Higher Apprenticeships.  We would suggest that this...]]></itunes:summary><itunes:duration>331</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/0c3ecba97710b39601a19fab4064183f.jpg"/><itunes:season>1</itunes:season><itunes:episode>15</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Ideas for UKSPF People and Skills programmes</title><link>https://www.spreaker.com/episode/ideas-for-ukspf-people-and-skills-programmes--53955763</link><description><![CDATA[The Twin Group CEO argues that local UKSPF programme commissioners don’t have to copy and paste old ESF provision in brought-forward People and Skills programmes.It was somewhat of a welcome surprise when the government informed combined and local authorities recently that they could bring forward their plans to roll out People and Skills programmes from April 2023 instead of 2024 as part of the UKSPF.Given that the planning process and related procurements take time, it is unclear how much of a difference Michael Gove’s announcement will make. It has not for example prevented providers from having to wind down their ESF provision resulting in a gap in communities being supported by ESF funded employability and skills programmes and providers having to let go expert staff.EVALUATIONS OF ESF PROGRAMMESEvaluations of ESF programmes have been taking place by commissioners around the country and one question is how much we will see them replicated as People and Skills provision under the UKSPF or whether the local authorities will use the opportunity to try something different. It is worth bearing in mind that local commissioners are not encumbered by the national DfE/DWP divide and therefore there is more scope to roll out more integrated employability and skills provision.Another question is whether the 38 Local Skills Improvement Plans (LSIPs) will influence programme design. This might be an unrealistic expectation even though the drafting of most LSIPs is well advanced because it relies on the UKSPF commissioners and the LSIP employer representative bodies working in tandem with each other. We should really allow time for these relationships to develop.RECENT CONTRACTSTwin Group has been a contractor for ESF programmes and the UK Community Renewal Fund while it also delivers employability and skills programmes for the DfE, DWP and devolved authorities. Our recent contract wins include Skills Bootcamps, Multiply and Neurodiversity Strategy Coaching Support for the Probation Service, which complement more traditional offerings such as apprenticeships and ESOL provision under the Adult Education Budget.Twin was also part of a financial and digital competence improvement programme in Leicestershire last year designed to support local people to move towards employment, job search, education or training. For ESF, we are proud of our track-record in several regions including the South East, South West and East Midlands in delivering Skills Support for the Unemployed and collaborating with community and voluntary sector organisations to support economically inactive people into employment. Therefore we have broad experience and a wide viewpoint to advocate where a fresh approach under the UKSPF could make a very positive impact.WHAT SHOULD PEOPLE AND SKILLS PROGRAMME DESIGNERS BE CONSIDERING?Right now we believe that while recognising local needs may vary, People and Skills programme designers should be considering addressing the following three priorities:1  Improving low digital skills2  Increasing workforce participation among the over 50s3  Teaching English to those whose English is not their first language.All of these would be responding to current employer demand with vacancies running at record highs. In one area where Twin delivers programmes, an evaluation revealed that nearly half (45%) of businesses were concerned about their employees’ digital skills. This includes use of Zoom, Teams and social media. As 74% of the same employers want to grow the use of digital technology, it is easy to understand the concern. Furthermore the need to support SMEs in this regard is very apparent.Digital skills are not the only skills priority. We see demand for improved skills in communications, management, customer service and sales. With the arrival of ChatGPT, employers and skills providers must adapt more quickly to the benefits and challenges which artificial intelligence brings, particularly in respect of accurate assessment of a le...]]></description><guid isPermaLink="false">39DlVr91</guid><pubDate>Mon, 22 May 2023 08:32:28 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53955763/c5z0ao6crbgui7mg3wnirxz6trcihabhlz1nxwul.mp3" length="1365024" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c9ee0776-20bc-460f-a1e7-6e1fe854c926/c9ee0776-20bc-460f-a1e7-6e1fe854c926.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c9ee0776-20bc-460f-a1e7-6e1fe854c926/c9ee0776-20bc-460f-a1e7-6e1fe854c926.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c9ee0776-20bc-460f-a1e7-6e1fe854c926/c9ee0776-20bc-460f-a1e7-6e1fe854c926.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The Twin Group CEO argues that local UKSPF programme commissioners don’t have to copy and paste old ESF provision in brought-forward People and Skills programmes.It was somewhat of a welcome surprise when the government informed combined and local...</itunes:subtitle><itunes:summary><![CDATA[The Twin Group CEO argues that local UKSPF programme commissioners don’t have to copy and paste old ESF provision in brought-forward People and Skills programmes.It was somewhat of a welcome surprise when the government informed combined and local authorities recently that they could bring forward their plans to roll out People and Skills programmes from April 2023 instead of 2024 as part of the UKSPF.Given that the planning process and related procurements take time, it is unclear how much of a difference Michael Gove’s announcement will make. It has not for example prevented providers from having to wind down their ESF provision resulting in a gap in communities being supported by ESF funded employability and skills programmes and providers having to let go expert staff.EVALUATIONS OF ESF PROGRAMMESEvaluations of ESF programmes have been taking place by commissioners around the country and one question is how much we will see them replicated as People and Skills provision under the UKSPF or whether the local authorities will use the opportunity to try something different. It is worth bearing in mind that local commissioners are not encumbered by the national DfE/DWP divide and therefore there is more scope to roll out more integrated employability and skills provision.Another question is whether the 38 Local Skills Improvement Plans (LSIPs) will influence programme design. This might be an unrealistic expectation even though the drafting of most LSIPs is well advanced because it relies on the UKSPF commissioners and the LSIP employer representative bodies working in tandem with each other. We should really allow time for these relationships to develop.RECENT CONTRACTSTwin Group has been a contractor for ESF programmes and the UK Community Renewal Fund while it also delivers employability and skills programmes for the DfE, DWP and devolved authorities. Our recent contract wins include Skills Bootcamps, Multiply and Neurodiversity Strategy Coaching Support for the Probation Service, which complement more traditional offerings such as apprenticeships and ESOL provision under the Adult Education Budget.Twin was also part of a financial and digital competence improvement programme in Leicestershire last year designed to support local people to move towards employment, job search, education or training. For ESF, we are proud of our track-record in several regions including the South East, South West and East Midlands in delivering Skills Support for the Unemployed and collaborating with community and voluntary sector organisations to support economically inactive people into employment. Therefore we have broad experience and a wide viewpoint to advocate where a fresh approach under the UKSPF could make a very positive impact.WHAT SHOULD PEOPLE AND SKILLS PROGRAMME DESIGNERS BE CONSIDERING?Right now we believe that while recognising local needs may vary, People and Skills programme designers should be considering addressing the following three priorities:1  Improving low digital skills2  Increasing workforce participation among the over 50s3  Teaching English to those whose English is not their first language.All of these would be responding to current employer demand with vacancies running at record highs. In one area where Twin delivers programmes, an evaluation revealed that nearly half (45%) of businesses were concerned about their employees’ digital skills. This includes use of Zoom, Teams and social media. As 74% of the same employers want to grow the use of digital technology, it is easy to understand the concern. Furthermore the need to support SMEs in this regard is very apparent.Digital skills are not the only skills priority. We see demand for improved skills in communications, management, customer service and sales. With the arrival of ChatGPT, employers and skills providers must adapt more quickly to the benefits and challenges which artificial intelligence brings, particularly in respect of accurate assessment of...]]></itunes:summary><itunes:duration>342</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>College funding is a crisis which often fails to make headlines</title><link>https://www.spreaker.com/episode/college-funding-is-a-crisis-which-often-fails-to-make-headlines--53927450</link><description><![CDATA[The government’s record on education funding is particularly woeful in respect of colleges, says Anne Murdoch, college leadership adviser at the Association of School and College Leaders.Pay erosion, teacher shortages and insufficiency of government funding have had a calamitous impact on schools in England and have triggered the  current industrial dispute  .But what often fails to make headlines is the damage caused by these same pressures on the nation’s colleges and the effect of this on beleaguered workforces and the many thousands of young people in this vital sector.The current funding position for colleges, less, in real terms, than it was 10 years ago, is simply not good enough for them to recruit and retain teachers.So far, Education Secretary Gillian Keegan has not addressed these problems, just as she refuses to compromise over the government’s widely criticised plans for post-16 qualifications reform.COLLEGE FUNDINGCollege funding over the past decade or so has been nothing short of bleak.Analysis  by the Institute for Fiscal Studies says that between 2010 to 2020, spending per student aged 16–18 fell by 14% in real terms.Even with additional funding announced by the government in the 2019 and 2021 spending reviews, college spending per pupil in 2024–25 will still be around 5% below 2010 levels.Furthermore, there was no extra funding announced in the  2022 Autumn Statement  to help colleges cope with larger-than-expected cost increases.COLLEGE TEACHER PAY GAPIn March, the Institute for Fiscal Studies published a  report  on college teacher pay.It found that, even though school teachers’ pay is falling in real terms, the disparity between school and college teachers’ pay has continued to grow.Between 2010–11 and 2022–23, the median salary for a school teacher has fallen by 14%, while the median salary for a college teacher has fallen by 19%.The gap in median salary between school and college teachers is now over £7,000 and, depending on the outcome of the current school teachers’ dispute, could become even wider.None of this is to undermine the challenges faced by schools. Teachers in all areas of education deserve better pay. But it does illustrate that the arguments being made about pay and funding apply just as strongly to the college sector.RECLASSIFICATION OF COLLEGESThe  Office for National Statistics reclassification of colleges  to the public sector in January was an ideal opportunity for the government to improve the funding and pay for colleges.Instead, it failed even to address the inequalities around VAT for colleges and bought in rules to make it more difficult for colleges to take out loans. Colleges cannot now take out new loans without permission. Some colleges are now having to pay for advisors to negotiate with the government over loans, reducing cash levels even further.THE CASE FOR POST-16 AND SKILLSThe Department for Education’s plan to withdraw funding from tried and tested Applied General Qualifications, such as BTECs, before there is sufficient time for the evaluation and rollout of T-levels, is causing further difficulties for colleges when the numbers taking T-levels are still low.The House of Commons Education Select Committee said in a recent  report  that rushing ahead with  reforms to post-16 qualifications  risks leaving young people stranded without suitable qualification pathways and worsening worker shortages in key sectors.The report echoes many of the concerns raised by ASCL and other supporters of the  #Protect Student Choice  campaign. It urges the DfE to place a moratorium on the withdrawal of funding for AGQs until there is robust evidence that T-levels are demonstrably more effective at helping students’ progress, meeting industry needs and promoting social mobility.The committee found that withdrawing funding for many AGQs prematurely risks restricting student choice and narrowing progression opportunities. This, in turn, could lead to an increase in the number of young peo...]]></description><guid isPermaLink="false">39DlVB91</guid><pubDate>Fri, 19 May 2023 08:31:56 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53927450/inxzm397zt2ten1nseouthk4puwxyjaoxpjregd6.mp3" length="1357152" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e49f7d1-142d-4632-8896-3ed061796eb0/4e49f7d1-142d-4632-8896-3ed061796eb0.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e49f7d1-142d-4632-8896-3ed061796eb0/4e49f7d1-142d-4632-8896-3ed061796eb0.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/4e49f7d1-142d-4632-8896-3ed061796eb0/4e49f7d1-142d-4632-8896-3ed061796eb0.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The government’s record on education funding is particularly woeful in respect of colleges, says Anne Murdoch, college leadership adviser at the Association of School and College Leaders.Pay erosion, teacher shortages and insufficiency of government...</itunes:subtitle><itunes:summary><![CDATA[The government’s record on education funding is particularly woeful in respect of colleges, says Anne Murdoch, college leadership adviser at the Association of School and College Leaders.Pay erosion, teacher shortages and insufficiency of government funding have had a calamitous impact on schools in England and have triggered the  current industrial dispute  .But what often fails to make headlines is the damage caused by these same pressures on the nation’s colleges and the effect of this on beleaguered workforces and the many thousands of young people in this vital sector.The current funding position for colleges, less, in real terms, than it was 10 years ago, is simply not good enough for them to recruit and retain teachers.So far, Education Secretary Gillian Keegan has not addressed these problems, just as she refuses to compromise over the government’s widely criticised plans for post-16 qualifications reform.COLLEGE FUNDINGCollege funding over the past decade or so has been nothing short of bleak.Analysis  by the Institute for Fiscal Studies says that between 2010 to 2020, spending per student aged 16–18 fell by 14% in real terms.Even with additional funding announced by the government in the 2019 and 2021 spending reviews, college spending per pupil in 2024–25 will still be around 5% below 2010 levels.Furthermore, there was no extra funding announced in the  2022 Autumn Statement  to help colleges cope with larger-than-expected cost increases.COLLEGE TEACHER PAY GAPIn March, the Institute for Fiscal Studies published a  report  on college teacher pay.It found that, even though school teachers’ pay is falling in real terms, the disparity between school and college teachers’ pay has continued to grow.Between 2010–11 and 2022–23, the median salary for a school teacher has fallen by 14%, while the median salary for a college teacher has fallen by 19%.The gap in median salary between school and college teachers is now over £7,000 and, depending on the outcome of the current school teachers’ dispute, could become even wider.None of this is to undermine the challenges faced by schools. Teachers in all areas of education deserve better pay. But it does illustrate that the arguments being made about pay and funding apply just as strongly to the college sector.RECLASSIFICATION OF COLLEGESThe  Office for National Statistics reclassification of colleges  to the public sector in January was an ideal opportunity for the government to improve the funding and pay for colleges.Instead, it failed even to address the inequalities around VAT for colleges and bought in rules to make it more difficult for colleges to take out loans. Colleges cannot now take out new loans without permission. Some colleges are now having to pay for advisors to negotiate with the government over loans, reducing cash levels even further.THE CASE FOR POST-16 AND SKILLSThe Department for Education’s plan to withdraw funding from tried and tested Applied General Qualifications, such as BTECs, before there is sufficient time for the evaluation and rollout of T-levels, is causing further difficulties for colleges when the numbers taking T-levels are still low.The House of Commons Education Select Committee said in a recent  report  that rushing ahead with  reforms to post-16 qualifications  risks leaving young people stranded without suitable qualification pathways and worsening worker shortages in key sectors.The report echoes many of the concerns raised by ASCL and other supporters of the  #Protect Student Choice  campaign. It urges the DfE to place a moratorium on the withdrawal of funding for AGQs until there is robust evidence that T-levels are demonstrably more effective at helping students’ progress, meeting industry needs and promoting social mobility.The committee found that withdrawing funding for many AGQs prematurely risks restricting student choice and narrowing progression opportunities. This, in turn, could lead to an increase in the number of young...]]></itunes:summary><itunes:duration>340</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Formalising the informal?</title><link>https://www.spreaker.com/episode/formalising-the-informal--53915986</link><description><![CDATA[Paul Grainger’s 25th April  article  exploring the role that micro-credentials can play in the economy and lifelong learning was an interesting take on their use. Whilst I agreed with a lot of his arguments there were some elements of his article that I’d like to challenge and provide an alternative viewpoint for. “Of course, micro-credentials will never replace carefully thought-through, formal  vocational qualifications  . But they can meet both an economic and personal need, particularly at times of crisis or rapid change.”“The micro-credential draws upon relevant parts of an existing course and the professional expertise of those who deliver the course, both qualified lecturers and industrial experts.”MICRO-CREDENTIALS ARE NOT COMPETITION TO MACRO-CREDENTIALSMicro-credentials are not and should not be seen as a competitor to macro-credentials (qualifications), they are a different beast entirely. The most widely accepted purpose and intention of micro-credentials is that they are primarily used to upskill and/or reskill people already in work, with a focus on a particular skill set which can be learned in a shorter period than a full qualification.One of the benefits of a micro-credential is its small size. When in development, timeframes are shorter and there is more agility with being able to update them, maintaining currency. Due to the size constraints, the training has to be focused on what the learner needs to learn at that moment for that particular set of skills.Drawing upon relevant parts of an existing course to create micro-credentials becomes problematic. Having elements of the same course both as a qualification and a micro-credential begin to lead to issues of duplication and currency and move away from the real purpose of micro-credentials. There are some who have created policies to ensure this division, in New Zealand for instance, micro-credentials will not be accepted on the New Zealand Qualifications Framework if the content already exists as part of a qualification.“There are, at present, attempts to formalize, and so undermine, the spirit of  micro-credentials  .”MICRO-CREDENTIALS TO DATE HAVE BEEN VARIED IN THEIR STRUCTURE AND DESIGNMicro-credentials to date have been varied in their structure and design, without a widely accepted definition, limiting the value of credentials in areas of the world where they are not formalised. To best utilise micro-credentials there needs to be boundaries, and a genuine and formal understanding of micro-credentials for them to mean anything. Formalising micro-credentials doesn’t undermine them, it gives them value and improves their validity with a formalised and recognised structure.There isn’t just one way to formalise micro-credentials: micro-credentials can be added to a national qualifications framework where the learner can earn credits and potentially funding too. With micro-credentials being on a national framework there is a stronger chance of international recognition as well as domestic respect for, and acceptance of, what the learner has achieved. An alternative method of formalising is via industry.Instead of being accredited on a national framework, it could be accredited by an industry group for instance – recognising the value of the learning, ideally via the group being involved in the development and/or quality assuring the credential. Both methods provide an assurance by a recognised body that the credential has tangible value, assuring employers that the workers who hold it have a certain set of provable skills and at the same time assures the learner that it is a valid credential to undertake and will help them in their career.“Towards the end of the pandemic, I was invited to a city-wide meeting of universities to develop micro-credentials to help support the changing city economy. Sadly there was no talk of employers’ needs of learners’ competencies. The discussion kept reverting to the value of ‘units’, and who would accept whose accreditatio...]]></description><guid isPermaLink="false">BzNdndxK</guid><pubDate>Thu, 18 May 2023 08:32:56 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53915986/uib6mx8cycjw3p3000dgbtrsz3zbdkedtw7k4eyf.mp3" length="2546208" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbd00cdb-4b1a-4d16-bdfc-50759232103c/dbd00cdb-4b1a-4d16-bdfc-50759232103c.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbd00cdb-4b1a-4d16-bdfc-50759232103c/dbd00cdb-4b1a-4d16-bdfc-50759232103c.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/dbd00cdb-4b1a-4d16-bdfc-50759232103c/dbd00cdb-4b1a-4d16-bdfc-50759232103c.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Paul Grainger’s 25th April  article  exploring the role that micro-credentials can play in the economy and lifelong learning was an interesting take on their use. Whilst I agreed with a lot of his arguments there were some elements of his article that...</itunes:subtitle><itunes:summary><![CDATA[Paul Grainger’s 25th April  article  exploring the role that micro-credentials can play in the economy and lifelong learning was an interesting take on their use. Whilst I agreed with a lot of his arguments there were some elements of his article that I’d like to challenge and provide an alternative viewpoint for. “Of course, micro-credentials will never replace carefully thought-through, formal  vocational qualifications  . But they can meet both an economic and personal need, particularly at times of crisis or rapid change.”“The micro-credential draws upon relevant parts of an existing course and the professional expertise of those who deliver the course, both qualified lecturers and industrial experts.”MICRO-CREDENTIALS ARE NOT COMPETITION TO MACRO-CREDENTIALSMicro-credentials are not and should not be seen as a competitor to macro-credentials (qualifications), they are a different beast entirely. The most widely accepted purpose and intention of micro-credentials is that they are primarily used to upskill and/or reskill people already in work, with a focus on a particular skill set which can be learned in a shorter period than a full qualification.One of the benefits of a micro-credential is its small size. When in development, timeframes are shorter and there is more agility with being able to update them, maintaining currency. Due to the size constraints, the training has to be focused on what the learner needs to learn at that moment for that particular set of skills.Drawing upon relevant parts of an existing course to create micro-credentials becomes problematic. Having elements of the same course both as a qualification and a micro-credential begin to lead to issues of duplication and currency and move away from the real purpose of micro-credentials. There are some who have created policies to ensure this division, in New Zealand for instance, micro-credentials will not be accepted on the New Zealand Qualifications Framework if the content already exists as part of a qualification.“There are, at present, attempts to formalize, and so undermine, the spirit of  micro-credentials  .”MICRO-CREDENTIALS TO DATE HAVE BEEN VARIED IN THEIR STRUCTURE AND DESIGNMicro-credentials to date have been varied in their structure and design, without a widely accepted definition, limiting the value of credentials in areas of the world where they are not formalised. To best utilise micro-credentials there needs to be boundaries, and a genuine and formal understanding of micro-credentials for them to mean anything. Formalising micro-credentials doesn’t undermine them, it gives them value and improves their validity with a formalised and recognised structure.There isn’t just one way to formalise micro-credentials: micro-credentials can be added to a national qualifications framework where the learner can earn credits and potentially funding too. With micro-credentials being on a national framework there is a stronger chance of international recognition as well as domestic respect for, and acceptance of, what the learner has achieved. An alternative method of formalising is via industry.Instead of being accredited on a national framework, it could be accredited by an industry group for instance – recognising the value of the learning, ideally via the group being involved in the development and/or quality assuring the credential. Both methods provide an assurance by a recognised body that the credential has tangible value, assuring employers that the workers who hold it have a certain set of provable skills and at the same time assures the learner that it is a valid credential to undertake and will help them in their career.“Towards the end of the pandemic, I was invited to a city-wide meeting of universities to develop micro-credentials to help support the changing city economy. Sadly there was no talk of employers’ needs of learners’ competencies. The discussion kept reverting to the value of ‘units’, and who would accept whose...]]></itunes:summary><itunes:duration>637</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Maths to 18 – Who’s going to teach it?</title><link>https://www.spreaker.com/episode/maths-to-18-who-s-going-to-teach-it--53902858</link><description><![CDATA[There seems to be a certain level of disconnect for the continuing government plans for mandatory maths to 18, with the greatest obstacle being finding additional teachers to teach it during tumultuous times in the education sector.In this article, Fleur Sexton discusses the continuing challenges to implementing Maths to 18The latest Government announcements about the  Maths to 18  plans have added a little clarity to its vision, but the elephant in the room is still being ignored – where will the teachers come from? With record numbers considering leaving the profession – 53% of teachers actively seeking to change or leave their job last year, according to the Teacher Wellbeing Index (2022), and salaries and OFSTED under the spotlight – it will be difficult to attract graduates to join the profession. Teacher numbers simply don’t add up.At a time of such turmoil and strife within the education sector, and ever-decreasing morale in the teaching profession, wouldn’t it be better to steady the boat, rather than rocking it with further demands on already overstretched, undervalued teachers?A LACK OF NUMERACY SKILLSThere is no doubt that the present statistics around adult numeracy do not support a thriving economy or job market. A lack of numeracy skills exacerbates the disadvantage suffered by the most vulnerable in our society. Eight million adults in England have the maths skills of a 9 year old. We are lagging behind other OECD countries in maths attainment levels – 21  st  place out of the 35 participating countries according to the OECD Survey of Adult Skills, for proficiency in numeracy. So we must consider how to address the problem, and ensure the solutions reach the greatest number of disadvantaged young people.THE ADULT NUMERACY MULTIPLY PROGRAMMEWe could consider the flexibility of options offered by the £560 million adult numeracy  Multiply programme  , being delivered through the UK Shared Prosperity Fund. In areas where providers have focussed on heavily contextualised approaches and participants see a clear connection to the maths they are learning, the uptake and success rate is higher. Unemployed participants learn through everyday activities such as cooking classes or family budgeting, and employed participants have materials and resources associated with their work – maths connected to the real world makes a great deal more sense, especially for those who struggle with it.FLEXIBLE FRAMEWORK AND A LEARNER BASED APPROACHFor Maths to 18 to succeed, we need to ensure it has a flexible framework and a learner based approach. Devising an alternative to the A level maths qualification seems to defeat the point – for young people who have struggled through a GCSE, it’s just another hurdle. Making maths beneficial, embedding it in apprenticeships and T Levels – maths for a reason rather than a requirement – seems more logical.Hopefully, the government’s advisory panel will opt to focus on maths skills and understanding necessary for a particular job, trade or career. If we view learning as ongoing, and employers recognise the positive impact of supporting upskilling and reskilling – maths tuition doesn’t have to happen all at once.But the burning question still remains – who will teach these additional students? There is an increasing exodus of teachers from the profession and entering teaching is becoming less desirable. It’s not surprising that those who would have previously considered the education sector, are discouraged by reports of unmanageable workload, stress and OFSTED’s unrelenting punitive evaluation process.THE STRIKES CONTINUEThe strikes continue and OFSTED seems unable to accept the stress and misery its inspections bring, exacerbating the challenges schools face. The one word judgement used to encompass the complex nature of a school and its community, continues to make the whole process ridiculous. If an evaluation had a supportive role rather than punitive one, it could be an incredibly effective too...]]></description><guid isPermaLink="false">mL6Pow9A</guid><pubDate>Wed, 17 May 2023 08:32:28 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53902858/7ucypd8zkbbal1fylqfxfipegnnpj6hnsbevnpg9.mp3" length="1037184" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e/d128a4a5-b5b3-472d-a8e0-fc11f9290a9e.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>There seems to be a certain level of disconnect for the continuing government plans for mandatory maths to 18, with the greatest obstacle being finding additional teachers to teach it during tumultuous times in the education sector.In this article,...</itunes:subtitle><itunes:summary><![CDATA[There seems to be a certain level of disconnect for the continuing government plans for mandatory maths to 18, with the greatest obstacle being finding additional teachers to teach it during tumultuous times in the education sector.In this article, Fleur Sexton discusses the continuing challenges to implementing Maths to 18The latest Government announcements about the  Maths to 18  plans have added a little clarity to its vision, but the elephant in the room is still being ignored – where will the teachers come from? With record numbers considering leaving the profession – 53% of teachers actively seeking to change or leave their job last year, according to the Teacher Wellbeing Index (2022), and salaries and OFSTED under the spotlight – it will be difficult to attract graduates to join the profession. Teacher numbers simply don’t add up.At a time of such turmoil and strife within the education sector, and ever-decreasing morale in the teaching profession, wouldn’t it be better to steady the boat, rather than rocking it with further demands on already overstretched, undervalued teachers?A LACK OF NUMERACY SKILLSThere is no doubt that the present statistics around adult numeracy do not support a thriving economy or job market. A lack of numeracy skills exacerbates the disadvantage suffered by the most vulnerable in our society. Eight million adults in England have the maths skills of a 9 year old. We are lagging behind other OECD countries in maths attainment levels – 21  st  place out of the 35 participating countries according to the OECD Survey of Adult Skills, for proficiency in numeracy. So we must consider how to address the problem, and ensure the solutions reach the greatest number of disadvantaged young people.THE ADULT NUMERACY MULTIPLY PROGRAMMEWe could consider the flexibility of options offered by the £560 million adult numeracy  Multiply programme  , being delivered through the UK Shared Prosperity Fund. In areas where providers have focussed on heavily contextualised approaches and participants see a clear connection to the maths they are learning, the uptake and success rate is higher. Unemployed participants learn through everyday activities such as cooking classes or family budgeting, and employed participants have materials and resources associated with their work – maths connected to the real world makes a great deal more sense, especially for those who struggle with it.FLEXIBLE FRAMEWORK AND A LEARNER BASED APPROACHFor Maths to 18 to succeed, we need to ensure it has a flexible framework and a learner based approach. Devising an alternative to the A level maths qualification seems to defeat the point – for young people who have struggled through a GCSE, it’s just another hurdle. Making maths beneficial, embedding it in apprenticeships and T Levels – maths for a reason rather than a requirement – seems more logical.Hopefully, the government’s advisory panel will opt to focus on maths skills and understanding necessary for a particular job, trade or career. If we view learning as ongoing, and employers recognise the positive impact of supporting upskilling and reskilling – maths tuition doesn’t have to happen all at once.But the burning question still remains – who will teach these additional students? There is an increasing exodus of teachers from the profession and entering teaching is becoming less desirable. It’s not surprising that those who would have previously considered the education sector, are discouraged by reports of unmanageable workload, stress and OFSTED’s unrelenting punitive evaluation process.THE STRIKES CONTINUEThe strikes continue and OFSTED seems unable to accept the stress and misery its inspections bring, exacerbating the challenges schools face. The one word judgement used to encompass the complex nature of a school and its community, continues to make the whole process ridiculous. If an evaluation had a supportive role rather than punitive one, it could be an incredibly effective...]]></itunes:summary><itunes:duration>260</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Soft skills for youth development, the current challenges</title><link>https://www.spreaker.com/episode/soft-skills-for-youth-development-the-current-challenges--53885695</link><description><![CDATA[This article discusses the importance of soft skills for youth development, the challenges young people face in building these skills, strategies to promote soft skill development, and the unique challenges faced by young people with neurodiverse conditions in the UK.Soft skills, such as communication, problem-solving, teamwork, adaptability, and emotional intelligence, are critical to success in both personal and professional settings. Developing soft skills leads to positive outcomes, including academic achievement, career success, and overall well-being. However, young people often face challenges in developing these skills, including a lack of formal education and training and structural barriers to access. Furthermore, young people with neurodiverse conditions may face additional obstacles to acquiring soft skills.The development of soft skills can be promoted through strategies such as integrating quiet skill development into formal education and training programs, providing experiential learning opportunities, and addressing structural barriers to access. Additionally, providing tailored support and accommodations for young people with neurodiverse conditions is essential. By prioritising developing soft skills and creating inclusive environments that recognise and value diversity, we can ensure that all young people have the tools and resources needed for success.INTRODUCTIONDespite the importance of soft skills in youth development, young people often face challenges developing these skills. One of the main challenges is the lack of formal education and training opportunities that focus on developing soft skills. Many educational programs and institutions prioritise acquiring technical skills and knowledge, often neglecting the importance of soft skills (OECD, 2018). In addition, structural barriers to access, such as poverty and discrimination, can limit opportunities for young people to develop soft skills.Strategies for Promoting Soft Skill Development Among Youth There are several strategies for promoting soft skills development among young people. One approach is to integrate soft skills into formal education and training programs. This can involve incorporating soft skill development into the curriculum or offering extracurricular activities to develop soft skills.Another strategy is to provide opportunities for experiential learning, such as internships, volunteer work, or community service projects. These experiences can help young people develop and apply soft skills in real-world settings. Finally, addressing structural barriers to access, such as poverty and discrimination, is essential for promoting equitable opportunities for all young people to develop soft skills.METHODS:This article systematically reviews the literature on soft skills and youth development.The search strategy involved searching relevant databases, including PubMed, PsychINFO, and ERIC, for studies published between 2010 and 2021. The inclusion criteria included studies focusing on developing soft skills among young people aged 12-25.The search terms included “soft skills,” “youth development,” “positive youth development,” and “social-emotional learning.” Results The systematic review identified 62 studies that met the inclusion criteria.The literature review findings highlighted the importance of soft skills in promoting positive youth development, as well as the challenges and strategies for promoting their development.DISCUSSION:The literature review revealed that soft skills are critical for promoting positive youth development, as they are associated with a range of positive outcomes, including academic achievement, career success, and overall well-being. However, young people often face challenges in developing these skills, including a lack of formal education and training and structural barriers to access. Integrating soft skills into formal education and training programs is one strategy for promoting their development. This c...]]></description><guid isPermaLink="false">yzKq6Nxg</guid><pubDate>Tue, 16 May 2023 08:33:19 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53885695/bbkfhcijqkfrdjwwlwdzcyfijhzsu5zg9d6cuiqv.mp3" length="5059104" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c911a68a-e267-4828-a8ab-fccc087307fe/c911a68a-e267-4828-a8ab-fccc087307fe.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c911a68a-e267-4828-a8ab-fccc087307fe/c911a68a-e267-4828-a8ab-fccc087307fe.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c911a68a-e267-4828-a8ab-fccc087307fe/c911a68a-e267-4828-a8ab-fccc087307fe.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>This article discusses the importance of soft skills for youth development, the challenges young people face in building these skills, strategies to promote soft skill development, and the unique challenges faced by young people with neurodiverse...</itunes:subtitle><itunes:summary><![CDATA[This article discusses the importance of soft skills for youth development, the challenges young people face in building these skills, strategies to promote soft skill development, and the unique challenges faced by young people with neurodiverse conditions in the UK.Soft skills, such as communication, problem-solving, teamwork, adaptability, and emotional intelligence, are critical to success in both personal and professional settings. Developing soft skills leads to positive outcomes, including academic achievement, career success, and overall well-being. However, young people often face challenges in developing these skills, including a lack of formal education and training and structural barriers to access. Furthermore, young people with neurodiverse conditions may face additional obstacles to acquiring soft skills.The development of soft skills can be promoted through strategies such as integrating quiet skill development into formal education and training programs, providing experiential learning opportunities, and addressing structural barriers to access. Additionally, providing tailored support and accommodations for young people with neurodiverse conditions is essential. By prioritising developing soft skills and creating inclusive environments that recognise and value diversity, we can ensure that all young people have the tools and resources needed for success.INTRODUCTIONDespite the importance of soft skills in youth development, young people often face challenges developing these skills. One of the main challenges is the lack of formal education and training opportunities that focus on developing soft skills. Many educational programs and institutions prioritise acquiring technical skills and knowledge, often neglecting the importance of soft skills (OECD, 2018). In addition, structural barriers to access, such as poverty and discrimination, can limit opportunities for young people to develop soft skills.Strategies for Promoting Soft Skill Development Among Youth There are several strategies for promoting soft skills development among young people. One approach is to integrate soft skills into formal education and training programs. This can involve incorporating soft skill development into the curriculum or offering extracurricular activities to develop soft skills.Another strategy is to provide opportunities for experiential learning, such as internships, volunteer work, or community service projects. These experiences can help young people develop and apply soft skills in real-world settings. Finally, addressing structural barriers to access, such as poverty and discrimination, is essential for promoting equitable opportunities for all young people to develop soft skills.METHODS:This article systematically reviews the literature on soft skills and youth development.The search strategy involved searching relevant databases, including PubMed, PsychINFO, and ERIC, for studies published between 2010 and 2021. The inclusion criteria included studies focusing on developing soft skills among young people aged 12-25.The search terms included “soft skills,” “youth development,” “positive youth development,” and “social-emotional learning.” Results The systematic review identified 62 studies that met the inclusion criteria.The literature review findings highlighted the importance of soft skills in promoting positive youth development, as well as the challenges and strategies for promoting their development.DISCUSSION:The literature review revealed that soft skills are critical for promoting positive youth development, as they are associated with a range of positive outcomes, including academic achievement, career success, and overall well-being. However, young people often face challenges in developing these skills, including a lack of formal education and training and structural barriers to access. Integrating soft skills into formal education and training programs is one strategy for promoting their development....]]></itunes:summary><itunes:duration>1265</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Unpicking the thread of digital badges in assessment</title><link>https://www.spreaker.com/episode/unpicking-the-thread-of-digital-badges-in-assessment--53871261</link><description><![CDATA[In this article, Peter Twining, Heather Sharp and James Goulding of the University of Newcastle (Australia) discuss the benefits of integrating digital badges into higher education assessment after reflecting on their findings from a recent pilot study, which was funded by educational charity NCFE’s Assessment Innovation Fund. The impact of assessment, as an important record of student learning, cannot be understated.Assessment can be an emotional experience for educators and learners alike, with students sometimes perceiving results as a personal reflection of themselves.To encourage deep learning, students need to be provided with opportunities to demonstrate learning outcomes; assessment tasks, criteria, and feedback need to be aligned.NEW TECHNOLOGIES, INNOVATION AND ASSESSMENTJust as assessment is important, innovations in education are continuing to increase with the release of new technologies. Some, such as ChatGPT, are causing anxiety amongst educators who are concerned with ensuring students submit authentic work.Other forms of technology, such as online marking rubrics and learning management systems that collect and collate student assignment submissions are also topics of concern and interest for students and educators.Originality reports provided by text-matching software program Turnitin, which garnered much alarm about privacy and collection and storage of student data, seem quite pedestrian now in relation to the panic caused in some corners of the field of education—whether in schools, universities, or vocational based institutions.Alongside the new technologies, students have changed expectations of  how  they learn, with increasing demands for assessment to be online, able to be completed at the student’s individual timeframe, and for assessment to be shorter and sharper with corresponding feedback and marks provided in a timely manner.DIGITAL BADGES IN INITIAL TEACHER EDUCATIONThe digital badges project, funded by the educational charity NCFE’s Assessment Innovation Fund, afforded an opportunity for researchers at the University of Newcastle to trial awarding micro-credentials to students.These were based on assessment rubrics where the criteria linked directly to the professional standards that all graduating initial teacher education students are expected to meet on graduating from their four year Bachelor’s degree or two year Master’s degree.We wanted to explore the impacts (positive and negative) of replacing marks with digital badges on courses within a first-year course in the Bachelor of Education.Awarding digital badges was designed to encourage students to focus on their written feedback—the  qualitative  aspect of their assessment output – rather than simply look at their raw mark and move on to the next assessment task. To avoid a type of ‘set and forget’ approach to student assessment outcomes.The project enabled us to combine effective assessment practices (linked to professional standards) with digital communication in the form of digital badges.PROJECT DESIGNSelecting a large (850+ students) first-year course to undertake this experimental project was deliberate.This is the first year of university study for the students, they have no prior experience learning at university (in the main), and, although they may have preconceptions about what university work will entail, this is not based on the experience of having completed course work. Therefore, we expected less resistance to trialling a new way of communicating assessment results.Our project design encouraged deep learning in students via the connection of digital badges to the assessment rubric (criteria sheet) which was linked directly to the Australian Professional Standards for Teaching. Research participants (tutors and students) participated in a survey and optional interview.KEY FINDINGSResults from the pilot showed that, for students:-  Digital badges led to greater engagement with the rubric and marker feedback.-  Using digital...]]></description><guid isPermaLink="false">bzMqJ1zQ</guid><pubDate>Mon, 15 May 2023 13:33:07 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53871261/unrnckwt2wjyolatole632zldy0htrtdjh7j7zfu.mp3" length="1527168" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/879071e3-fa7a-4ba0-a1ce-02816b9d23da/879071e3-fa7a-4ba0-a1ce-02816b9d23da.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/879071e3-fa7a-4ba0-a1ce-02816b9d23da/879071e3-fa7a-4ba0-a1ce-02816b9d23da.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/879071e3-fa7a-4ba0-a1ce-02816b9d23da/879071e3-fa7a-4ba0-a1ce-02816b9d23da.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Peter Twining, Heather Sharp and James Goulding of the University of Newcastle (Australia) discuss the benefits of integrating digital badges into higher education assessment after reflecting on their findings from a recent pilot...</itunes:subtitle><itunes:summary><![CDATA[In this article, Peter Twining, Heather Sharp and James Goulding of the University of Newcastle (Australia) discuss the benefits of integrating digital badges into higher education assessment after reflecting on their findings from a recent pilot study, which was funded by educational charity NCFE’s Assessment Innovation Fund. The impact of assessment, as an important record of student learning, cannot be understated.Assessment can be an emotional experience for educators and learners alike, with students sometimes perceiving results as a personal reflection of themselves.To encourage deep learning, students need to be provided with opportunities to demonstrate learning outcomes; assessment tasks, criteria, and feedback need to be aligned.NEW TECHNOLOGIES, INNOVATION AND ASSESSMENTJust as assessment is important, innovations in education are continuing to increase with the release of new technologies. Some, such as ChatGPT, are causing anxiety amongst educators who are concerned with ensuring students submit authentic work.Other forms of technology, such as online marking rubrics and learning management systems that collect and collate student assignment submissions are also topics of concern and interest for students and educators.Originality reports provided by text-matching software program Turnitin, which garnered much alarm about privacy and collection and storage of student data, seem quite pedestrian now in relation to the panic caused in some corners of the field of education—whether in schools, universities, or vocational based institutions.Alongside the new technologies, students have changed expectations of  how  they learn, with increasing demands for assessment to be online, able to be completed at the student’s individual timeframe, and for assessment to be shorter and sharper with corresponding feedback and marks provided in a timely manner.DIGITAL BADGES IN INITIAL TEACHER EDUCATIONThe digital badges project, funded by the educational charity NCFE’s Assessment Innovation Fund, afforded an opportunity for researchers at the University of Newcastle to trial awarding micro-credentials to students.These were based on assessment rubrics where the criteria linked directly to the professional standards that all graduating initial teacher education students are expected to meet on graduating from their four year Bachelor’s degree or two year Master’s degree.We wanted to explore the impacts (positive and negative) of replacing marks with digital badges on courses within a first-year course in the Bachelor of Education.Awarding digital badges was designed to encourage students to focus on their written feedback—the  qualitative  aspect of their assessment output – rather than simply look at their raw mark and move on to the next assessment task. To avoid a type of ‘set and forget’ approach to student assessment outcomes.The project enabled us to combine effective assessment practices (linked to professional standards) with digital communication in the form of digital badges.PROJECT DESIGNSelecting a large (850+ students) first-year course to undertake this experimental project was deliberate.This is the first year of university study for the students, they have no prior experience learning at university (in the main), and, although they may have preconceptions about what university work will entail, this is not based on the experience of having completed course work. Therefore, we expected less resistance to trialling a new way of communicating assessment results.Our project design encouraged deep learning in students via the connection of digital badges to the assessment rubric (criteria sheet) which was linked directly to the Australian Professional Standards for Teaching. Research participants (tutors and students) participated in a survey and optional interview.KEY FINDINGSResults from the pilot showed that, for students:-  Digital badges led to greater engagement with the rubric and marker feedback.-  Using...]]></itunes:summary><itunes:duration>382</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>How the government’s AI task force will impact innovation, growth, and consumer AI experie</title><link>https://www.spreaker.com/episode/how-the-government-s-ai-task-force-will-impact-innovation-growth-and-consumer-ai-experie--53868641</link><description><![CDATA[The UK government’s £100m commitment to supporting the development of AI-focused startups provides a valuable opportunity to reflect on how innovation correlates to growth within the tech space, and what developments in generative AI could mean for consumers. The government’s announcement of an AI taskforce to accelerate its generative AI sector is a promising development for UK tech, potentially creating an avenue through which innovation and growth might be fostered.The  £100-million  funding backing the project suggests an understanding of the potential benefits of leveraging AI to create new businesses and enhance existing ones. Beyond the transformative impact that the new generation of AI platforms might have on how any number of businesses operate, AI represents an opportunity to encourage growth and build momentum for the UK tech sector, with this initiative hopefully making that possible.Artificial intelligence is expected to make a substantial contribution to the economy in the coming years and is projected to raise  GDP by 7%  within a decade. It offers a wide range of applications across various industries, from healthcare to education, finance, and beyond.If correctly applied, this investment has the potential to empower cutting-edge AI solutions that will enhance efficiency and create value for both businesses and consumers. But what form will this AI-driven transformation take?INNOVATION AND GROWTHMachine-learning platforms that analyse data, predict outcomes and simulate scenarios have been in use for many years, from calculating insurance risk and gambling odds to advising brokers on stock market trends. This new generation of conversational, generative AI have taken things to the next level, offering institutions and enterprises the means of training, redirecting and communicating without relying exclusively on human employees.The theoretical applications of AI are nearly limitless, and this is where the greatest opportunity for both the tech and commercial sectors lies. Developing new platforms and usages for AI technology have the potential to accelerate innovation and produce solutions that make processes more efficient and interfaces more convenient to use.For education and training interests, smart AI directory programs can help connect users with the relevant information and even fulfil requests and respond to queries, providing valuable support instantly and at all hours.Logistical, retail and FMCG businesses could certainly benefit from the analytical and predictive capabilities of AI, allowing it to audit their processes and operations to improve efficiencies and reduce human error through digital oversight.For tech businesses, however, the greatest potential is in making AI smarter and more accessible. In theory, the government task force will make funding more available and help reduce regulatory and compliance obstacles, making AI an appealing prospect for UK tech startups, returning momentum to a tech sector that has suffered due to widespread economic slowdown.CONSUMER BENEFITSFor most consumers, their only experience of encountering AI platforms to date will be the virtual assistants and digital AI chatbots that tech-savvy brands have implemented in recent years.At the highest level, groundbreaking new AIs can enhance efficiencies and create value for the businesses that use them, but this incredible potential might stand at odds with the experiences of most consumers, whose own experiences of AI chatbots when interacting with brands and banks are not so positive.For instance, only 24% of respondents in a recent Studio Graphene survey believed that chatbots were good at understanding the questions they were asked, highlighting the gap between the potential and current applications of AI.In addition to technological considerations, there is a human element to take into account when adopting AI. Consumers may be accustomed to engaging with human agents, so the transition to automated chatbots may...]]></description><guid isPermaLink="false">Kx4Z3Vzb</guid><pubDate>Mon, 15 May 2023 09:33:20 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53868641/3fps1jczow6veidhe4qeg9nkkt58jebmhozkozex.mp3" length="1343616" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/efc83c17-e68b-47ee-8ce9-553d1a682f2a/efc83c17-e68b-47ee-8ce9-553d1a682f2a.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/efc83c17-e68b-47ee-8ce9-553d1a682f2a/efc83c17-e68b-47ee-8ce9-553d1a682f2a.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/efc83c17-e68b-47ee-8ce9-553d1a682f2a/efc83c17-e68b-47ee-8ce9-553d1a682f2a.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The UK government’s £100m commitment to supporting the development of AI-focused startups provides a valuable opportunity to reflect on how innovation correlates to growth within the tech space, and what developments in generative AI could mean for...</itunes:subtitle><itunes:summary><![CDATA[The UK government’s £100m commitment to supporting the development of AI-focused startups provides a valuable opportunity to reflect on how innovation correlates to growth within the tech space, and what developments in generative AI could mean for consumers. The government’s announcement of an AI taskforce to accelerate its generative AI sector is a promising development for UK tech, potentially creating an avenue through which innovation and growth might be fostered.The  £100-million  funding backing the project suggests an understanding of the potential benefits of leveraging AI to create new businesses and enhance existing ones. Beyond the transformative impact that the new generation of AI platforms might have on how any number of businesses operate, AI represents an opportunity to encourage growth and build momentum for the UK tech sector, with this initiative hopefully making that possible.Artificial intelligence is expected to make a substantial contribution to the economy in the coming years and is projected to raise  GDP by 7%  within a decade. It offers a wide range of applications across various industries, from healthcare to education, finance, and beyond.If correctly applied, this investment has the potential to empower cutting-edge AI solutions that will enhance efficiency and create value for both businesses and consumers. But what form will this AI-driven transformation take?INNOVATION AND GROWTHMachine-learning platforms that analyse data, predict outcomes and simulate scenarios have been in use for many years, from calculating insurance risk and gambling odds to advising brokers on stock market trends. This new generation of conversational, generative AI have taken things to the next level, offering institutions and enterprises the means of training, redirecting and communicating without relying exclusively on human employees.The theoretical applications of AI are nearly limitless, and this is where the greatest opportunity for both the tech and commercial sectors lies. Developing new platforms and usages for AI technology have the potential to accelerate innovation and produce solutions that make processes more efficient and interfaces more convenient to use.For education and training interests, smart AI directory programs can help connect users with the relevant information and even fulfil requests and respond to queries, providing valuable support instantly and at all hours.Logistical, retail and FMCG businesses could certainly benefit from the analytical and predictive capabilities of AI, allowing it to audit their processes and operations to improve efficiencies and reduce human error through digital oversight.For tech businesses, however, the greatest potential is in making AI smarter and more accessible. In theory, the government task force will make funding more available and help reduce regulatory and compliance obstacles, making AI an appealing prospect for UK tech startups, returning momentum to a tech sector that has suffered due to widespread economic slowdown.CONSUMER BENEFITSFor most consumers, their only experience of encountering AI platforms to date will be the virtual assistants and digital AI chatbots that tech-savvy brands have implemented in recent years.At the highest level, groundbreaking new AIs can enhance efficiencies and create value for the businesses that use them, but this incredible potential might stand at odds with the experiences of most consumers, whose own experiences of AI chatbots when interacting with brands and banks are not so positive.For instance, only 24% of respondents in a recent Studio Graphene survey believed that chatbots were good at understanding the questions they were asked, highlighting the gap between the potential and current applications of AI.In addition to technological considerations, there is a human element to take into account when adopting AI. Consumers may be accustomed to engaging with human agents, so the transition to automated chatbots...]]></itunes:summary><itunes:duration>336</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Exam assessments can be reliable. And this is how to do it</title><link>https://www.spreaker.com/episode/exam-assessments-can-be-reliable-and-this-is-how-to-do-it--53830245</link><description><![CDATA[In my  FE News piece of 28 March, I examined the statement that GCSE, AS and A level grades are “reliable to one grade either way” (Q1059  here  ) – a statement made at a hearing of the Commons Education Select Committee on 2 September 2020 by Ofqual’s then Chief Regulator, Dame Glenys Stacey.Two days later, on 30 March, there was a hearing of another Select Committee – that of the House of Lords, relating to Education for 11-16 Year Olds, at which the witnesses were  Tim Oates CBE  , Group Director of Assessment Research and Development at Cambridge Assessment, and recently-appointed member of Rishi Sunak’s expert advisory group on teaching maths to age 18  ;  Sharon Hague  , Senior Vice-President, Pearson School Qualifications;  Gavin Busuttil-Reynaud  , Director of Operations, Alpha Plus, a service organisation owned by AQA; and  Dr Michelle Meadows  , Associate Professor of Educational Assessment in the Department of Education at Oxford University, and formerly Ofqual’s Executive Director for Strategy, Risk and Research.You can watch the full proceedings here, and that is well-worth doing, for many important themes were explored, mainly concerned with assessment. This blog, though, will focus on the replies to a question asked by Lord Watson of Invergowrie, inviting comment on Dame Glenys Stacey’s statement (time-stamp about 11:55:50).Or rather, it will focus on two particular responses, both made by Dr Meadows, the first being her statement that“It’s really important that people don’t put too much weight  on any individual grade.”“People”, presumably, applies to everyone – students, teachers, parents, employers, admissions officers… . If these “people” should not “put too much weight on any individual grade” – and it’s “really important” that they don’t – then I wonder (and I invite you to wonder too) what it is that I should do with them?If you listen to Dr Meadows’s full response – and that’s a good thing to do, for it will put those words in full context – you will hear that Dr Meadows does not address Lord Watson’s question directly, nor refer to Dame Glenys Stacey’s statement. However, if you put those two together – grades are “reliable to one grade either way”, and “It’s really important that people don’t put too much weight on any individual grade”, then maybe a picture emerges.So don’t be surprised if, this August, a student holding an offer of ABB but awarded ABC asks the admissions officer, “  May I have my place, please?  ”.HOW RELIABLE CAN EXAM GRADES BE?The second response by Dr Meadows that I’d like to examine is this:“  To actually get 100% reliability would be technically pretty much impossible without the most extraordinarily long assessments  ”.What Dr Meadows appears to be saying is that the  75% reliability currently delivered  is about as good as you can get, and anything better is neither possible nor feasible.I agree that the achievement of 100% reliability is indeed impossible. But I believe that reliabilities of, say, 99.9% or 99.99% are not only possible, but very easy to deliver too.WHY GRADES ARE UNRELIABLETo verify that, I need to explain why grades are currently as unreliable as they are. It’s very likely you know that already, so please forgive me for “telling grandmothers…”.Fundamentally, it’s because two different, equally qualified, examiners  can legitimately give the same script different marks  : one examiner (or team of examiners, if each question is marked by different person) might give a script, say, 64 marks; another, 66. Both marks are equally valid; there are no “marking errors”; everything complies with the mark scheme. This is simply a legitimate difference in academic opinion.If grade B is all marks from 61 to 70 inclusive, both marks will result in grade B. But if the B/A grade boundary is 65/66, then the student’s certificate will show either grade B or grade A, depending on the lottery of who marked the script.This effect isn’t rare. Ofqual’s own research, first published...]]></description><guid isPermaLink="false">Q92O7YzY</guid><pubDate>Fri, 12 May 2023 08:31:38 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53830245/2vskdu4xjzucl31dhzwizdyi4tbfoskeikx7pgrj.mp3" length="2790816" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2/acd19a02-2ddb-4363-b5ef-f6cfe923c7b2.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In my  FE News piece of 28 March, I examined the statement that GCSE, AS and A level grades are “reliable to one grade either way” (Q1059  here  ) – a statement made at a hearing of the Commons Education Select Committee on 2 September 2020 by...</itunes:subtitle><itunes:summary><![CDATA[In my  FE News piece of 28 March, I examined the statement that GCSE, AS and A level grades are “reliable to one grade either way” (Q1059  here  ) – a statement made at a hearing of the Commons Education Select Committee on 2 September 2020 by Ofqual’s then Chief Regulator, Dame Glenys Stacey.Two days later, on 30 March, there was a hearing of another Select Committee – that of the House of Lords, relating to Education for 11-16 Year Olds, at which the witnesses were  Tim Oates CBE  , Group Director of Assessment Research and Development at Cambridge Assessment, and recently-appointed member of Rishi Sunak’s expert advisory group on teaching maths to age 18  ;  Sharon Hague  , Senior Vice-President, Pearson School Qualifications;  Gavin Busuttil-Reynaud  , Director of Operations, Alpha Plus, a service organisation owned by AQA; and  Dr Michelle Meadows  , Associate Professor of Educational Assessment in the Department of Education at Oxford University, and formerly Ofqual’s Executive Director for Strategy, Risk and Research.You can watch the full proceedings here, and that is well-worth doing, for many important themes were explored, mainly concerned with assessment. This blog, though, will focus on the replies to a question asked by Lord Watson of Invergowrie, inviting comment on Dame Glenys Stacey’s statement (time-stamp about 11:55:50).Or rather, it will focus on two particular responses, both made by Dr Meadows, the first being her statement that“It’s really important that people don’t put too much weight  on any individual grade.”“People”, presumably, applies to everyone – students, teachers, parents, employers, admissions officers… . If these “people” should not “put too much weight on any individual grade” – and it’s “really important” that they don’t – then I wonder (and I invite you to wonder too) what it is that I should do with them?If you listen to Dr Meadows’s full response – and that’s a good thing to do, for it will put those words in full context – you will hear that Dr Meadows does not address Lord Watson’s question directly, nor refer to Dame Glenys Stacey’s statement. However, if you put those two together – grades are “reliable to one grade either way”, and “It’s really important that people don’t put too much weight on any individual grade”, then maybe a picture emerges.So don’t be surprised if, this August, a student holding an offer of ABB but awarded ABC asks the admissions officer, “  May I have my place, please?  ”.HOW RELIABLE CAN EXAM GRADES BE?The second response by Dr Meadows that I’d like to examine is this:“  To actually get 100% reliability would be technically pretty much impossible without the most extraordinarily long assessments  ”.What Dr Meadows appears to be saying is that the  75% reliability currently delivered  is about as good as you can get, and anything better is neither possible nor feasible.I agree that the achievement of 100% reliability is indeed impossible. But I believe that reliabilities of, say, 99.9% or 99.99% are not only possible, but very easy to deliver too.WHY GRADES ARE UNRELIABLETo verify that, I need to explain why grades are currently as unreliable as they are. It’s very likely you know that already, so please forgive me for “telling grandmothers…”.Fundamentally, it’s because two different, equally qualified, examiners  can legitimately give the same script different marks  : one examiner (or team of examiners, if each question is marked by different person) might give a script, say, 64 marks; another, 66. Both marks are equally valid; there are no “marking errors”; everything complies with the mark scheme. This is simply a legitimate difference in academic opinion.If grade B is all marks from 61 to 70 inclusive, both marks will result in grade B. But if the B/A grade boundary is 65/66, then the student’s certificate will show either grade B or grade A, depending on the lottery of who marked the script.This effect isn’t rare. Ofqual’s own research, first...]]></itunes:summary><itunes:duration>698</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Why the skills gap is pointing organisations towards apprenticeships and turning higher education on its head</title><link>https://www.spreaker.com/episode/why-the-skills-gap-is-pointing-organisations-towards-apprenticeships-and-turning-higher-education-on-its-head--53830241</link><description><![CDATA[In this article, Sheila Flavell discusses how the skills gap and rising costs of higher education are leading organizations to consider apprenticeships as a solution. She highlights the benefits of apprenticeships, such as gaining practical skills, industry-recognized qualifications, and the chance to be paid while training.For school leavers, University seems like the obvious route to securing a successful career however, with a skills gap prevailing and the cost-of-living rising, employers, as well as prospective employees, should re-think the traditional academic route into the workplace.Gaining a higher education is not something to be slammed or achievement diminished, however, there are a multitude of other routes into the workplace and organisations should be just as open to hiring from various buckets of individuals as young people should be towards exploring other avenues.The technological skills gap is an issue that has been evidenced for many years now as the government and organisations struggle to find solutions to a problem that is holding back growth across all areas of the nation. Apprenticeships now present themselves as a solution, offering businesses the opportunity to train individuals in specific skills which they know their industry needs.On top of this, the nation is facing rising costs and an economy riddled with instability, and while the nation appears to be recovering, tough times are still ahead meaning apprenticeships, which not only offer the opportunity to learn a skill, but the opportunity to be paid while doing so, are fast becoming a popular choice.Government, businesses, and individuals must revaluate how they plan on achieving their goals and understand the position apprenticeships now play in the job market, offering solutions to multiple problems and opportunities in various different avenues.Overcrowded universitiesUniversities are a common pathway for young people to take, however, with the £9,250 per year price tag which excludes additional living costs, it is no surprise that alternate options, such as apprenticeships, are becoming increasingly popular.For young people looking to kick start their career, often academic qualifications seem necessary and while they offer a lot of value and provide skills that can be utilised in the workplace, they also provide limited opportunity to develop practical skills.Individuals often spend years studying, generally 3 – 8 depending on the level of degree ranging from Bachelor’s degree to Master’s through to PhD level, and while gaining academic qualifications is impressive, students often leave without gaining the practical experience the working world is crying out for.Apprenticeships generally take 1 – 5 years and offer on-the-job training in addition to one day of studying per week, which all contribute to obtaining an industry-recognised qualification at the end, often even a degree as the government introduced degree apprenticeships in 2015.In fact, individuals can earn whilst gaining skills and qualifications and as we live through a time of economic struggle, it is no wonder why apprenticeships are becoming so appealing to many, gaining the skills necessary to join the working world full time without amounting thousands of pounds worth of debt.Of course, there is still value in gaining a university degree, however as a record number of students apply to university this year meaning competition is high, individuals should consider alternate options which could ultimately give them a head start in learning the skills for their chosen career.Bringing in new talentApprenticeships do not just offer opportunities to young people who wish to gain skill over primarily academic experience, without paying the high prices, but offer a huge opportunity to businesses who are struggling to fill crucial roles that will allow their organisations to grow.Currently, research shows 92 per cent of businesses state it is important for their employees to have a...]]></description><guid isPermaLink="false">oLaRr3xD</guid><pubDate>Fri, 12 May 2023 08:31:38 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53830241/ime1hizkokkbb3jnqtywbewimm5jrnc2h02duvyl.mp3" length="1448544" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/32070d0a-8412-4eea-8c11-ad2f0836a5c7/32070d0a-8412-4eea-8c11-ad2f0836a5c7.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/32070d0a-8412-4eea-8c11-ad2f0836a5c7/32070d0a-8412-4eea-8c11-ad2f0836a5c7.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/32070d0a-8412-4eea-8c11-ad2f0836a5c7/32070d0a-8412-4eea-8c11-ad2f0836a5c7.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Sheila Flavell discusses how the skills gap and rising costs of higher education are leading organizations to consider apprenticeships as a solution. She highlights the benefits of apprenticeships, such as gaining practical skills,...</itunes:subtitle><itunes:summary><![CDATA[In this article, Sheila Flavell discusses how the skills gap and rising costs of higher education are leading organizations to consider apprenticeships as a solution. She highlights the benefits of apprenticeships, such as gaining practical skills, industry-recognized qualifications, and the chance to be paid while training.For school leavers, University seems like the obvious route to securing a successful career however, with a skills gap prevailing and the cost-of-living rising, employers, as well as prospective employees, should re-think the traditional academic route into the workplace.Gaining a higher education is not something to be slammed or achievement diminished, however, there are a multitude of other routes into the workplace and organisations should be just as open to hiring from various buckets of individuals as young people should be towards exploring other avenues.The technological skills gap is an issue that has been evidenced for many years now as the government and organisations struggle to find solutions to a problem that is holding back growth across all areas of the nation. Apprenticeships now present themselves as a solution, offering businesses the opportunity to train individuals in specific skills which they know their industry needs.On top of this, the nation is facing rising costs and an economy riddled with instability, and while the nation appears to be recovering, tough times are still ahead meaning apprenticeships, which not only offer the opportunity to learn a skill, but the opportunity to be paid while doing so, are fast becoming a popular choice.Government, businesses, and individuals must revaluate how they plan on achieving their goals and understand the position apprenticeships now play in the job market, offering solutions to multiple problems and opportunities in various different avenues.Overcrowded universitiesUniversities are a common pathway for young people to take, however, with the £9,250 per year price tag which excludes additional living costs, it is no surprise that alternate options, such as apprenticeships, are becoming increasingly popular.For young people looking to kick start their career, often academic qualifications seem necessary and while they offer a lot of value and provide skills that can be utilised in the workplace, they also provide limited opportunity to develop practical skills.Individuals often spend years studying, generally 3 – 8 depending on the level of degree ranging from Bachelor’s degree to Master’s through to PhD level, and while gaining academic qualifications is impressive, students often leave without gaining the practical experience the working world is crying out for.Apprenticeships generally take 1 – 5 years and offer on-the-job training in addition to one day of studying per week, which all contribute to obtaining an industry-recognised qualification at the end, often even a degree as the government introduced degree apprenticeships in 2015.In fact, individuals can earn whilst gaining skills and qualifications and as we live through a time of economic struggle, it is no wonder why apprenticeships are becoming so appealing to many, gaining the skills necessary to join the working world full time without amounting thousands of pounds worth of debt.Of course, there is still value in gaining a university degree, however as a record number of students apply to university this year meaning competition is high, individuals should consider alternate options which could ultimately give them a head start in learning the skills for their chosen career.Bringing in new talentApprenticeships do not just offer opportunities to young people who wish to gain skill over primarily academic experience, without paying the high prices, but offer a huge opportunity to businesses who are struggling to fill crucial roles that will allow their organisations to grow.Currently, research shows 92 per cent of businesses state it is important for their employees to...]]></itunes:summary><itunes:duration>363</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episodeType>full</itunes:episodeType></item><item><title>Term-time worker entitled to National Minimum Wage for 52 weeks</title><link>https://www.spreaker.com/episode/term-time-worker-entitled-to-national-minimum-wage-for-52-weeks--53818442</link><description><![CDATA[In this article, Glenn Hayes looks at the issue of paying staff on term-time only contracts through the lens of the Lloyd v Elmhurst School Ltd case. He discusses the background, implications and offers some top tips for schools and colleges.Schools and colleges employ staff on term-time only contracts to reduce their payroll costs. The vast majority agree to work during term-time (generally around 39 weeks a year in the state sector) and are paid a pro-rated salary to reflect this, which is then divided by 12 and paid monthly. Employees like this arrangement because it means they receive a regular wage, even when they are not required to work. It’s also administratively convenient for employers.Under the National Minimum Wage Regulations, workers must receive the NMW for the hours they work in a ‘relevant pay period’ (how often they are paid). To avoid HMRC concluding that term-time workers have been underpaid during their periods of work, their contracts have to comply with the detailed rules about salaried hours workers.In Lloyd v Elmhurst School Ltd, the EAT had to decide if a teaching assistant whose contract didn’t set out the number of hours she was required to work, and contained a clause which said she was ‘entitled to the usual school holidays as holidays with pay’, had been underpaid because she only received four weeks holiday pay.    BackgroundMs Lloyd started working for the Elmhurst private school in 2009. The parties agreed that she would work term-time only and that she would be paid for 40 weeks a year (which included four weeks’ holiday) payable in twelve monthly instalments. However, the contract terms did not accurately reflect that agreement. It stated that Ms Lloyd:‘May be required to work for varying short periods at the end and before the beginning of term’‘Was entitled to the usual school holidays as holidays with pay’Ms Lloyd worked under that arrangement for a number of years. However, for reasons that aren’t explained, she later brought a tribunal claim arguing that she was entitled to be paid for each week of the school holidays in accordance with her contract and, therefore, hadn’t received the NMW. The school argued that it had paid her correctly and that her salary exceeded the NMW.The tribunal dismissed her claim and said that her ‘basic hours’ were based on 21 hours over 40 weeks which comprised the 36 hours she worked during term-time and four weeks leave. That was the arrangement agreed between the parties, albeit not reflected in the contract. Ms Lloyd appealed. Decision of the EATThe parties agreed that Ms Lloyd was engaged on a salaried hours contract and the EAT proceeded on that basis. The key question it had to determine was whether the tribunal had properly interpreted the rules that applied to working out the ‘basic hours’ of a salaried hours worker. The EAT said that the tribunal had got this wrong. The relevant provisions of the NMW Regulations (21(3)) don’t refer to working hours at all – but to ‘basic hours’. And these can include contractual hours which the worker doesn’t have to work as well as, paid contractual holiday. Ms Lloyd’s basic hours had to be ascertained from her contract – not from the number of hours she actually worked. Her contract clearly stated that she was entitled to be paid during the ‘usual school holidays’. The court couldn’t imply a term into the contract that the reference to paid holiday was limited to the amount of holiday she was entitled to under the Working Time Regulations 1998 and how much she had received. By not paying her for all of those holiday weeks, the claimant’s pay for her ‘basic hours’ fell below NMW rates. The EAT remitted the claim back to the tribunal to determine how much Ms Lloyd had been underpaid.It’s interesting that, prior to Ms Lloyd’s tribunal claim, HMRC had investigated the school. It found that term-time staff at the school were paid for a 40-week period and that the school hadn’t underpaid them. HMRC’s findings aren’t bi...]]></description><guid isPermaLink="false">VLeWey9G</guid><pubDate>Thu, 11 May 2023 08:13:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53818442/lljcgpmq04tzarir6x7a0dggnumf3g0fbpjcbm8j.mp3" length="1689312" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4a0c1fa-8578-4572-a9db-2dcc978414cf/c4a0c1fa-8578-4572-a9db-2dcc978414cf.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4a0c1fa-8578-4572-a9db-2dcc978414cf/c4a0c1fa-8578-4572-a9db-2dcc978414cf.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c4a0c1fa-8578-4572-a9db-2dcc978414cf/c4a0c1fa-8578-4572-a9db-2dcc978414cf.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Glenn Hayes looks at the issue of paying staff on term-time only contracts through the lens of the Lloyd v Elmhurst School Ltd case. He discusses the background, implications and offers some top tips for schools and colleges.Schools...</itunes:subtitle><itunes:summary><![CDATA[In this article, Glenn Hayes looks at the issue of paying staff on term-time only contracts through the lens of the Lloyd v Elmhurst School Ltd case. He discusses the background, implications and offers some top tips for schools and colleges.Schools and colleges employ staff on term-time only contracts to reduce their payroll costs. The vast majority agree to work during term-time (generally around 39 weeks a year in the state sector) and are paid a pro-rated salary to reflect this, which is then divided by 12 and paid monthly. Employees like this arrangement because it means they receive a regular wage, even when they are not required to work. It’s also administratively convenient for employers.Under the National Minimum Wage Regulations, workers must receive the NMW for the hours they work in a ‘relevant pay period’ (how often they are paid). To avoid HMRC concluding that term-time workers have been underpaid during their periods of work, their contracts have to comply with the detailed rules about salaried hours workers.In Lloyd v Elmhurst School Ltd, the EAT had to decide if a teaching assistant whose contract didn’t set out the number of hours she was required to work, and contained a clause which said she was ‘entitled to the usual school holidays as holidays with pay’, had been underpaid because she only received four weeks holiday pay.    BackgroundMs Lloyd started working for the Elmhurst private school in 2009. The parties agreed that she would work term-time only and that she would be paid for 40 weeks a year (which included four weeks’ holiday) payable in twelve monthly instalments. However, the contract terms did not accurately reflect that agreement. It stated that Ms Lloyd:‘May be required to work for varying short periods at the end and before the beginning of term’‘Was entitled to the usual school holidays as holidays with pay’Ms Lloyd worked under that arrangement for a number of years. However, for reasons that aren’t explained, she later brought a tribunal claim arguing that she was entitled to be paid for each week of the school holidays in accordance with her contract and, therefore, hadn’t received the NMW. The school argued that it had paid her correctly and that her salary exceeded the NMW.The tribunal dismissed her claim and said that her ‘basic hours’ were based on 21 hours over 40 weeks which comprised the 36 hours she worked during term-time and four weeks leave. That was the arrangement agreed between the parties, albeit not reflected in the contract. Ms Lloyd appealed. Decision of the EATThe parties agreed that Ms Lloyd was engaged on a salaried hours contract and the EAT proceeded on that basis. The key question it had to determine was whether the tribunal had properly interpreted the rules that applied to working out the ‘basic hours’ of a salaried hours worker. The EAT said that the tribunal had got this wrong. The relevant provisions of the NMW Regulations (21(3)) don’t refer to working hours at all – but to ‘basic hours’. And these can include contractual hours which the worker doesn’t have to work as well as, paid contractual holiday. Ms Lloyd’s basic hours had to be ascertained from her contract – not from the number of hours she actually worked. Her contract clearly stated that she was entitled to be paid during the ‘usual school holidays’. The court couldn’t imply a term into the contract that the reference to paid holiday was limited to the amount of holiday she was entitled to under the Working Time Regulations 1998 and how much she had received. By not paying her for all of those holiday weeks, the claimant’s pay for her ‘basic hours’ fell below NMW rates. The EAT remitted the claim back to the tribunal to determine how much Ms Lloyd had been underpaid.It’s interesting that, prior to Ms Lloyd’s tribunal claim, HMRC had investigated the school. It found that term-time staff at the school were paid for a 40-week period and that the school hadn’t underpaid them. HMRC’s findings...]]></itunes:summary><itunes:duration>423</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:season>1</itunes:season><itunes:episode>5</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Reforming Post-16 Education</title><link>https://www.spreaker.com/episode/reforming-post-16-education--53803725</link><description><![CDATA[The recent publication of the Education Select Committee’s report into reform of post-16 education deserves careful consideration. In this article, Simon Ashworth sets out his thoughts on the report, and how post-16 education can be improved.We recently saw the Education Select Committee (ESC) publish its report into reform of post-16 education. The ESC examined how effectively post-16, level 3 education and qualifications (such as A Levels, T Levels, BTECs and apprenticeships) prepare young people for the world of work. The Committee also considered the Government’s proposals for reform in this area. The result is a very well thought out report that deserves careful consideration.It’s too soon for T Levels to fully replace Applied General QualificationsA huge part of the government’s plans to deliver better technical education pathways has been the introduction of T Levels, so that post-16 learners can study towards an occupational specialism. The report notes our concern that T Levels only offer the skills required to start work, not those required to be occupationally competent – which is what an apprenticeship requires.The ESC’s view that we have yet to find the right balance between rigour and accessibility is important to recognise – and act on. Given the jury is still out on whether T Levels will prove to be a success, is this really the time to be removing funding from a range of Applied General Qualifications (AGQs)? Prematurely scrapping AGQs could worsen the already existing skills gap in many areas and 86% of respondents to the Department for Education’s consultation on AGQs disagreed with the proposal to remove funding for qualifications that overlap with T Levels.Instead, we would agree with the view of the committee’s report that funding for AGQs should only happen once T Levels are a proven success. A prerequisite for that is for businesses to offer sufficient, high-quality industry placements as part of T Level courses – after all that was meant to be the unique selling point of T Levels. Watering that down would in essence mean T Levels would become an elongated version of programme led apprenticeships which would be a huge backward step.ApprenticeshipsThe report looks carefully at the role of apprenticeships within the post-16 landscape and raises some very important points where we would find some common ground. We agree that it is welcome news that UCAS will open up their online portal to ensure people are able to search for, and learn about, apprenticeship options as well as traditional pathways. The fact that UCAS already have 1.5 million registered users means there is strong starting point here too.We also believe that reversing the long-term decline of apprenticeship numbers at entry level and among young people should be a priority for government. The best skills systems around the world are employer-led, and retaining an all-age, all-level apprenticeship system is vital. Key to increasing apprenticeship starts where they’re needed most will be making it easier for small and medium sized employers (SMEs) to take on an apprentice.We also need to challenge the bureaucracy and rules involved in taking on an apprentice for employers. On this front we’ve seen some recent moves which will help SMEs. From this April, non-levy paying employers have no longer been limited to a maximum of 10 apprenticeship starts. Every year the cap caused issues for smaller employers, and its removal – after a sustained campaign by AELP – is something that should be celebrated.This year we have worked closely with the DfE to simplify the funding rules and ensure the rules are published earlier in the year which have been positively received. Simplification is not a one-off hit though and we’ve got plenty more to feed in on this moving forward. For SMEs we think dropping the 5% co-investment is another opportunity to remove barriers to smaller employers. With the non-levy reservation system uncapped and co-investment removed i...]]></description><guid isPermaLink="false">Y9gDWNzk</guid><pubDate>Wed, 10 May 2023 08:39:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53803725/abfjwwltvyqftjwa8rtb697hnz46ypcu4vqi9w8y.mp3" length="1189248" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81a87818-175e-4db1-aab4-0dc8a5d18b45/81a87818-175e-4db1-aab4-0dc8a5d18b45.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81a87818-175e-4db1-aab4-0dc8a5d18b45/81a87818-175e-4db1-aab4-0dc8a5d18b45.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/81a87818-175e-4db1-aab4-0dc8a5d18b45/81a87818-175e-4db1-aab4-0dc8a5d18b45.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>The recent publication of the Education Select Committee’s report into reform of post-16 education deserves careful consideration. In this article, Simon Ashworth sets out his thoughts on the report, and how post-16 education can be improved.We...</itunes:subtitle><itunes:summary><![CDATA[The recent publication of the Education Select Committee’s report into reform of post-16 education deserves careful consideration. In this article, Simon Ashworth sets out his thoughts on the report, and how post-16 education can be improved.We recently saw the Education Select Committee (ESC) publish its report into reform of post-16 education. The ESC examined how effectively post-16, level 3 education and qualifications (such as A Levels, T Levels, BTECs and apprenticeships) prepare young people for the world of work. The Committee also considered the Government’s proposals for reform in this area. The result is a very well thought out report that deserves careful consideration.It’s too soon for T Levels to fully replace Applied General QualificationsA huge part of the government’s plans to deliver better technical education pathways has been the introduction of T Levels, so that post-16 learners can study towards an occupational specialism. The report notes our concern that T Levels only offer the skills required to start work, not those required to be occupationally competent – which is what an apprenticeship requires.The ESC’s view that we have yet to find the right balance between rigour and accessibility is important to recognise – and act on. Given the jury is still out on whether T Levels will prove to be a success, is this really the time to be removing funding from a range of Applied General Qualifications (AGQs)? Prematurely scrapping AGQs could worsen the already existing skills gap in many areas and 86% of respondents to the Department for Education’s consultation on AGQs disagreed with the proposal to remove funding for qualifications that overlap with T Levels.Instead, we would agree with the view of the committee’s report that funding for AGQs should only happen once T Levels are a proven success. A prerequisite for that is for businesses to offer sufficient, high-quality industry placements as part of T Level courses – after all that was meant to be the unique selling point of T Levels. Watering that down would in essence mean T Levels would become an elongated version of programme led apprenticeships which would be a huge backward step.ApprenticeshipsThe report looks carefully at the role of apprenticeships within the post-16 landscape and raises some very important points where we would find some common ground. We agree that it is welcome news that UCAS will open up their online portal to ensure people are able to search for, and learn about, apprenticeship options as well as traditional pathways. The fact that UCAS already have 1.5 million registered users means there is strong starting point here too.We also believe that reversing the long-term decline of apprenticeship numbers at entry level and among young people should be a priority for government. The best skills systems around the world are employer-led, and retaining an all-age, all-level apprenticeship system is vital. Key to increasing apprenticeship starts where they’re needed most will be making it easier for small and medium sized employers (SMEs) to take on an apprentice.We also need to challenge the bureaucracy and rules involved in taking on an apprentice for employers. On this front we’ve seen some recent moves which will help SMEs. From this April, non-levy paying employers have no longer been limited to a maximum of 10 apprenticeship starts. Every year the cap caused issues for smaller employers, and its removal – after a sustained campaign by AELP – is something that should be celebrated.This year we have worked closely with the DfE to simplify the funding rules and ensure the rules are published earlier in the year which have been positively received. Simplification is not a one-off hit though and we’ve got plenty more to feed in on this moving forward. For SMEs we think dropping the 5% co-investment is another opportunity to remove barriers to smaller employers. With the non-levy reservation system uncapped and co-investment...]]></itunes:summary><itunes:duration>298</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:season>1</itunes:season><itunes:episode>4</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Securing Education: How Resource-Strapped Colleges Can Fight Back Against Cyber-Attacks</title><link>https://www.spreaker.com/episode/securing-education-how-resource-strapped-colleges-can-fight-back-against-cyber-attacks--53803724</link><description><![CDATA[In this article, Andy Le Grice outlines the challenges that UK colleges currently face in securing their institutions against cyber-attack, and the potential steps they can take to effectively improve their security posture within the tight constraints of the Further Education sector.It’s no wonder that cyber security is front of mind for much of the Education sector. According to the government’s recently-published Cyber Security Breaches Survey 2023, more than four in five UK colleges have identified breaches or attacks within the last 12 months, with roughly a third reporting such incidents occurring on a weekly basis.This is clearly an unsustainable situation, and one that’s partially due to the low security posture that colleges have traditionally held. However, as resources and personnel continue to be stretched at many institutions, it’s not a problem with an immediately obvious solution.Strengthening Cybersecurity in Further EducationAs a technology consultancy specialising in the public sector, we at ITGL are very aware of the tight budget constraints that colleges face, and how the continuing global deficit in cyber professionals has resulted in a skills gap across the industry.To help bolster the security posture of the Further Education sector, we‘re holding a free digital event on 18th May 2023, highlighting the most common and urgent vulnerabilities present in institutions’ defences, as well as demonstrating best practices and proactive steps that colleges can take to better secure their networks and infrastructure, ensuring that their limited resources are managed to receive the best possible return on investment.Colleges are, by design, very open institutions. On any given day, they will be providing network access to hundreds – or thousands – of students, faculty, guests, and staff. This ease of access is vital for the day-to-day operation of the college, but left unmanaged it can also leave them open to the possibility of attacks that originate from inside their networks.Network access controls can be implemented across an institution’s networks to directly combat this; users and devices can be authenticated and authorised before they are granted access to the network at any level, ensuring that only trusted users can access more sensitive resources. At the same time, users without the same level of authorisation – such as students and guests – can be filtered onto a more public-facing network designed for such devices.Posture checks can continuously be made on devices, ensuring that compromised devices are kept off sensitive networks, while improving the security posture of those devices that are connected, by requiring that firewalls are enabled, operating systems and browsers are updated, and endpoint security is active.The Threat of Phishing in Further EducationWhile colleges often aren’t seen as high-value targets for complex or sophisticated cyber-attacks, the frequency with which they experience an attempted breach or attack shows that a sufficiently low-security posture can be reason enough for outside threats to act. Phishing is so prevalent in modern life that its presence in Further Education is no surprise – in the previously referenced Cyber Security Breaches Survey, 91% of colleges that had identified breaches or attacks reported that phishing was among the methods used.The positive side of this news is that, because the vast majority of phishing occurs via email, some basic steps can make a substantial difference in this regard. By utilising best practices when setting up an institution’s email services (such as implementing the DMARC email standard, and the application of threat intelligence and content analysis), the volume of malware and phishing emails that make it to a user’s inbox can be cut drastically. When combined with consistent, clear end-user training and good cyber awareness, the effectiveness of phishing as an attack vector is diminished further.Of course, we recognise that all o...]]></description><guid isPermaLink="false">7907kKxE</guid><pubDate>Wed, 10 May 2023 08:30:00 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53803724/zfjjpcgssqihexenlxxnikevi715cvfunqifqfee.mp3" length="1050912" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5556537-e17c-4214-b781-2f229b411c9b/c5556537-e17c-4214-b781-2f229b411c9b.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5556537-e17c-4214-b781-2f229b411c9b/c5556537-e17c-4214-b781-2f229b411c9b.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c5556537-e17c-4214-b781-2f229b411c9b/c5556537-e17c-4214-b781-2f229b411c9b.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Andy Le Grice outlines the challenges that UK colleges currently face in securing their institutions against cyber-attack, and the potential steps they can take to effectively improve their security posture within the tight...</itunes:subtitle><itunes:summary><![CDATA[In this article, Andy Le Grice outlines the challenges that UK colleges currently face in securing their institutions against cyber-attack, and the potential steps they can take to effectively improve their security posture within the tight constraints of the Further Education sector.It’s no wonder that cyber security is front of mind for much of the Education sector. According to the government’s recently-published Cyber Security Breaches Survey 2023, more than four in five UK colleges have identified breaches or attacks within the last 12 months, with roughly a third reporting such incidents occurring on a weekly basis.This is clearly an unsustainable situation, and one that’s partially due to the low security posture that colleges have traditionally held. However, as resources and personnel continue to be stretched at many institutions, it’s not a problem with an immediately obvious solution.Strengthening Cybersecurity in Further EducationAs a technology consultancy specialising in the public sector, we at ITGL are very aware of the tight budget constraints that colleges face, and how the continuing global deficit in cyber professionals has resulted in a skills gap across the industry.To help bolster the security posture of the Further Education sector, we‘re holding a free digital event on 18th May 2023, highlighting the most common and urgent vulnerabilities present in institutions’ defences, as well as demonstrating best practices and proactive steps that colleges can take to better secure their networks and infrastructure, ensuring that their limited resources are managed to receive the best possible return on investment.Colleges are, by design, very open institutions. On any given day, they will be providing network access to hundreds – or thousands – of students, faculty, guests, and staff. This ease of access is vital for the day-to-day operation of the college, but left unmanaged it can also leave them open to the possibility of attacks that originate from inside their networks.Network access controls can be implemented across an institution’s networks to directly combat this; users and devices can be authenticated and authorised before they are granted access to the network at any level, ensuring that only trusted users can access more sensitive resources. At the same time, users without the same level of authorisation – such as students and guests – can be filtered onto a more public-facing network designed for such devices.Posture checks can continuously be made on devices, ensuring that compromised devices are kept off sensitive networks, while improving the security posture of those devices that are connected, by requiring that firewalls are enabled, operating systems and browsers are updated, and endpoint security is active.The Threat of Phishing in Further EducationWhile colleges often aren’t seen as high-value targets for complex or sophisticated cyber-attacks, the frequency with which they experience an attempted breach or attack shows that a sufficiently low-security posture can be reason enough for outside threats to act. Phishing is so prevalent in modern life that its presence in Further Education is no surprise – in the previously referenced Cyber Security Breaches Survey, 91% of colleges that had identified breaches or attacks reported that phishing was among the methods used.The positive side of this news is that, because the vast majority of phishing occurs via email, some basic steps can make a substantial difference in this regard. By utilising best practices when setting up an institution’s email services (such as implementing the DMARC email standard, and the application of threat intelligence and content analysis), the volume of malware and phishing emails that make it to a user’s inbox can be cut drastically. When combined with consistent, clear end-user training and good cyber awareness, the effectiveness of phishing as an attack vector is diminished further.Of course, we recognise that...]]></itunes:summary><itunes:duration>263</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/f9bedc859cd6dbe3e740b584bbcf0152.jpg"/><itunes:season>1</itunes:season><itunes:episode>3</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>Adding ‘world’ into WorldSkills UK – establishing an international focus for standards</title><link>https://www.spreaker.com/episode/adding-world-into-worldskills-uk-establishing-an-international-focus-for-standards--53789273</link><description><![CDATA[Adding ‘world’ into WorldSkills UK – establishing an international focus for standardsAs he prepares to  step down from his role as Chief Executive at WorldSkills UK  after seven years, Neil Bentley-Gockmann reflects on how WorldSkills UK is using international benchmarking to define excellence in technical education and apprenticeships, so more young professionals, from all backgrounds, can succeed.The announcement that the UK had just won its  20  th  medal at the WorldSkills 2017 Competition  , was barely audible as cheers sounded out across Abu Dhabi’s Etihad Park. For me, that was my defining moment as Chief Executive. A ‘light bulb’ instant at my first international competition, when I realised that Team UK’s success was more than just a medal haul. It could be used to help better prepare more young people, educators and employers to succeed.With this in mind, I laid out a new vision for WorldSkills UK, rooted in our knowledge of how other countries use skills policy for economic development, to champion a world-class skills economy in the UK. The skills economy is a concept in which governments, employers, parents and young people recognise being highly skilled as a valuable currency for success. It also acknowledges the potential of technical skills to power economic growth.I wanted to establish an organisation where we always tried to lead from the front. I wanted us to be an ‘incubator of new ideas’ and in setting out the new vision I realised we had to focus on three key areas.LESSONS FROM GLOBAL BEST PRACTICE – CENTRE OF EXCELLENCEFirstly, we needed to create a vehicle to effectively disseminate our learnings from our international benchmarking at WorldSkills. Born out of my experience at WorldSkills Abu Dhabi in 2017 and founded on research undertaken by the University of Oxford, we launched the  Centre of Excellence  in 2020 at the height of the pandemic. At a time, when our day-to-day work was paused, we had the opportunity to innovate and I will always be grateful to  David Gallagher of NCFE for believing and investing in the concept  , during what was an uncertain time for us all.We were amazed by the level of interest from the FE sector in this new programme and to date 49 institutions are part of the Centre of Excellence, with 31 situated in the government’s levelling up priority regions. Mainstreaming best practice and world-class standards from the WorldSkills global network, the Centre is helping institutions across the UK raise standards and embed excellence across curriculums. In England, the Institute for Apprenticeships and Technical Education is interested in the impact of this work, and we are actively linking our insights to the development of standards in apprenticeships and other qualifications. Ofsted has also recognised the value of competition-based training in their education inspection framework in England, citing their value in demonstrating outstanding behaviours and attitudes.It is fantastic to hear that 83% of members have said that it has motivated them to make positive changes to improve their teaching and training practice. We are working with NCFE to launch the next phase of the Centre of Excellence and are inviting ITPs and Higher Education Institutes to apply to help ensure more organisations and young people across the four nations can benefit from our international benchmarking.HELPING TO MEET RAPIDLY CHANGING EMPLOYER NEEDS TO SUPPORT ECONOMIC GROWTHSecondly, we repositioned our programmes, informed by diagnostic research, to focus on the future skills needed to help power the economy, in line with priorities set by governments across the UK at a time of fast moving technological change.That’s why we are focusing more of our programmes on STEM skills at higher levels in areas such as industry 4.0, cyber security, industrial robotics, additive manufacturing and renewable energy. We have already seen international success, winning the bronze medal in industry 4.0 at last year’s  W...]]></description><guid isPermaLink="false">5L3kwDL2</guid><pubDate>Tue, 09 May 2023 10:32:41 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53789273/54yzellwprqitno3tcljjcstgarxlsius7p4xrjg.mp3" length="1487808" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3a64d3ac-b569-45d0-a662-5f64e25133bb/3a64d3ac-b569-45d0-a662-5f64e25133bb.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3a64d3ac-b569-45d0-a662-5f64e25133bb/3a64d3ac-b569-45d0-a662-5f64e25133bb.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/3a64d3ac-b569-45d0-a662-5f64e25133bb/3a64d3ac-b569-45d0-a662-5f64e25133bb.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>Adding ‘world’ into WorldSkills UK – establishing an international focus for standardsAs he prepares to  step down from his role as Chief Executive at WorldSkills UK  after seven years, Neil Bentley-Gockmann reflects on how WorldSkills UK is using...</itunes:subtitle><itunes:summary><![CDATA[Adding ‘world’ into WorldSkills UK – establishing an international focus for standardsAs he prepares to  step down from his role as Chief Executive at WorldSkills UK  after seven years, Neil Bentley-Gockmann reflects on how WorldSkills UK is using international benchmarking to define excellence in technical education and apprenticeships, so more young professionals, from all backgrounds, can succeed.The announcement that the UK had just won its  20  th  medal at the WorldSkills 2017 Competition  , was barely audible as cheers sounded out across Abu Dhabi’s Etihad Park. For me, that was my defining moment as Chief Executive. A ‘light bulb’ instant at my first international competition, when I realised that Team UK’s success was more than just a medal haul. It could be used to help better prepare more young people, educators and employers to succeed.With this in mind, I laid out a new vision for WorldSkills UK, rooted in our knowledge of how other countries use skills policy for economic development, to champion a world-class skills economy in the UK. The skills economy is a concept in which governments, employers, parents and young people recognise being highly skilled as a valuable currency for success. It also acknowledges the potential of technical skills to power economic growth.I wanted to establish an organisation where we always tried to lead from the front. I wanted us to be an ‘incubator of new ideas’ and in setting out the new vision I realised we had to focus on three key areas.LESSONS FROM GLOBAL BEST PRACTICE – CENTRE OF EXCELLENCEFirstly, we needed to create a vehicle to effectively disseminate our learnings from our international benchmarking at WorldSkills. Born out of my experience at WorldSkills Abu Dhabi in 2017 and founded on research undertaken by the University of Oxford, we launched the  Centre of Excellence  in 2020 at the height of the pandemic. At a time, when our day-to-day work was paused, we had the opportunity to innovate and I will always be grateful to  David Gallagher of NCFE for believing and investing in the concept  , during what was an uncertain time for us all.We were amazed by the level of interest from the FE sector in this new programme and to date 49 institutions are part of the Centre of Excellence, with 31 situated in the government’s levelling up priority regions. Mainstreaming best practice and world-class standards from the WorldSkills global network, the Centre is helping institutions across the UK raise standards and embed excellence across curriculums. In England, the Institute for Apprenticeships and Technical Education is interested in the impact of this work, and we are actively linking our insights to the development of standards in apprenticeships and other qualifications. Ofsted has also recognised the value of competition-based training in their education inspection framework in England, citing their value in demonstrating outstanding behaviours and attitudes.It is fantastic to hear that 83% of members have said that it has motivated them to make positive changes to improve their teaching and training practice. We are working with NCFE to launch the next phase of the Centre of Excellence and are inviting ITPs and Higher Education Institutes to apply to help ensure more organisations and young people across the four nations can benefit from our international benchmarking.HELPING TO MEET RAPIDLY CHANGING EMPLOYER NEEDS TO SUPPORT ECONOMIC GROWTHSecondly, we repositioned our programmes, informed by diagnostic research, to focus on the future skills needed to help power the economy, in line with priorities set by governments across the UK at a time of fast moving technological change.That’s why we are focusing more of our programmes on STEM skills at higher levels in areas such as industry 4.0, cyber security, industrial robotics, additive manufacturing and renewable energy. We have already seen international success, winning the bronze medal in industry 4.0 at last...]]></itunes:summary><itunes:duration>372</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/1320958fe8148a91e0a194b04a75cff4.jpg"/><itunes:season>1</itunes:season><itunes:episode>2</itunes:episode><itunes:episodeType>full</itunes:episodeType></item><item><title>How Micro-Credentials Can Conquer the Skills Gap</title><link>https://www.spreaker.com/episode/how-micro-credentials-can-conquer-the-skills-gap--53788574</link><description><![CDATA[In this article, Danny King offers insight into how stackable micro-credentials can help employers upskill their teams while steering employees toward their individual career goals.According to a 2021 study, over 80% of Scottish employees had never heard the term “micro-credential”. And while a surge in skills-based hiring has likely caused that percentage to shrink, for many leaders, the true value of these stackable skill credentials lies shrouded in mystery.A micro-credential is a single credential representing proficiency in a given skill, typically after a single course. When stacked with other similar credentials, micro-credentials can be accumulated together, roll into more comprehensive badges or certifications, and even help build long-term career pathways.In 2022, 78% of UK organisations experienced a decline in output, profitability and/or growth due to a lack of available skills, indicating a dire need for deeper investment in skills development. But while corporate training programs abound, the flexibility inherent to micro-credentials makes them especially attractive. Workers can complete courses at a reasonable pace without jeopardising day-to-day work, and with stackable micro-credentials, it becomes easier for leaders to rank individual proficiencies and monitor overall skills growth in the workforce.In the Learning &amp; Development space, we speak often about “bridging the skills gap.” But no bridge is built without a surefire blueprint. Thus, the key is to help each individual create their distinct plan for career success. By this logic, we aren’t so much “bridging” the gap as we are enabling employees to find their own way across.I break this process down into four phases of the learning journey:Choosing the DestinationWhen choosing to pursue a micro-credential on their own, rather than under a company mandate, learners typically have two goals to consider: personal goals and organisational goals. The former is self-explanatory: They take courses related to their individual career goals, and if they’re outside the domain of their current position, they may have to fund them themselves. The latter, however, is where we’re going to focus. Organisational learning goals may be related to a role one wants in the company – i.e. “I want to learn SEO so I can create better company blog content and improve our lead generation” – or, they could be part of a larger effort to upskill the workforce in a diversity of ways.To this end, corporate L&amp;D programs should employ micro-credentials to allow employees to pursue both personal and organisational goals at the same time. This can happen through a subscription to a learning platform that gives employees access to vast catalogue of micro-credentialed courses, or a learning stipend that empowers workers to pursue courses outside of their assigned training modules. In order to optimise costs and save time, organisations should do their diligence to identify overlaps between employees’ personal learning interests and the needs of the company. Employers can conduct surveys and solicit feedback from managers about not only employees’ current skill levels and performance, but also their interests and goals.Most importantly, before anyone sets out on their next learning journey, organisations must ensure that the micro-credentials they provide, whether through a third party or internally, are secure and verifiable, so employees get the premium value out of their experience. They should choose micro-credentials that offer a digital badge or certificate as immutable proof of a learner’s accomplishments. This will prove useful to both internal teams and as a means of external marketing of your skilled workforce.Setting CourseWhen employees and organisations have their goals in harmony, the next step is to determine what courses these intrepid learners must take to reach these goals.]]></description><guid isPermaLink="false">Zxn5KDLj</guid><pubDate>Tue, 09 May 2023 09:20:57 +0000</pubDate><enclosure url="https://dts.podtrac.com/redirect.mp3/api.spreaker.com/download/episode/53788574/cqbrambjkjro31ue535oupcviaducutjgnb07mhk.mp3" length="867360" type="audio/mpeg"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c1a0168f-8b41-4a49-b489-f80dd0423a52/c1a0168f-8b41-4a49-b489-f80dd0423a52.srt" type="application/x-subrip" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c1a0168f-8b41-4a49-b489-f80dd0423a52/c1a0168f-8b41-4a49-b489-f80dd0423a52.txt" type="text/plain" language="en"/><podcast:transcript url="https://transcription.spreaker.com/sounder/c1a0168f-8b41-4a49-b489-f80dd0423a52/c1a0168f-8b41-4a49-b489-f80dd0423a52.vtt" type="text/vtt" language="en"/><itunes:author>FE News</itunes:author><itunes:subtitle>In this article, Danny King offers insight into how stackable micro-credentials can help employers upskill their teams while steering employees toward their individual career goals.According to a 2021 study, over 80% of Scottish employees had never...</itunes:subtitle><itunes:summary><![CDATA[In this article, Danny King offers insight into how stackable micro-credentials can help employers upskill their teams while steering employees toward their individual career goals.According to a 2021 study, over 80% of Scottish employees had never heard the term “micro-credential”. And while a surge in skills-based hiring has likely caused that percentage to shrink, for many leaders, the true value of these stackable skill credentials lies shrouded in mystery.A micro-credential is a single credential representing proficiency in a given skill, typically after a single course. When stacked with other similar credentials, micro-credentials can be accumulated together, roll into more comprehensive badges or certifications, and even help build long-term career pathways.In 2022, 78% of UK organisations experienced a decline in output, profitability and/or growth due to a lack of available skills, indicating a dire need for deeper investment in skills development. But while corporate training programs abound, the flexibility inherent to micro-credentials makes them especially attractive. Workers can complete courses at a reasonable pace without jeopardising day-to-day work, and with stackable micro-credentials, it becomes easier for leaders to rank individual proficiencies and monitor overall skills growth in the workforce.In the Learning &amp; Development space, we speak often about “bridging the skills gap.” But no bridge is built without a surefire blueprint. Thus, the key is to help each individual create their distinct plan for career success. By this logic, we aren’t so much “bridging” the gap as we are enabling employees to find their own way across.I break this process down into four phases of the learning journey:Choosing the DestinationWhen choosing to pursue a micro-credential on their own, rather than under a company mandate, learners typically have two goals to consider: personal goals and organisational goals. The former is self-explanatory: They take courses related to their individual career goals, and if they’re outside the domain of their current position, they may have to fund them themselves. The latter, however, is where we’re going to focus. Organisational learning goals may be related to a role one wants in the company – i.e. “I want to learn SEO so I can create better company blog content and improve our lead generation” – or, they could be part of a larger effort to upskill the workforce in a diversity of ways.To this end, corporate L&amp;D programs should employ micro-credentials to allow employees to pursue both personal and organisational goals at the same time. This can happen through a subscription to a learning platform that gives employees access to vast catalogue of micro-credentialed courses, or a learning stipend that empowers workers to pursue courses outside of their assigned training modules. In order to optimise costs and save time, organisations should do their diligence to identify overlaps between employees’ personal learning interests and the needs of the company. Employers can conduct surveys and solicit feedback from managers about not only employees’ current skill levels and performance, but also their interests and goals.Most importantly, before anyone sets out on their next learning journey, organisations must ensure that the micro-credentials they provide, whether through a third party or internally, are secure and verifiable, so employees get the premium value out of their experience. They should choose micro-credentials that offer a digital badge or certificate as immutable proof of a learner’s accomplishments. This will prove useful to both internal teams and as a means of external marketing of your skilled workforce.Setting CourseWhen employees and organisations have their goals in harmony, the next step is to determine what courses these intrepid learners must take to reach these goals.]]></itunes:summary><itunes:duration>217</itunes:duration><itunes:explicit>false</itunes:explicit><itunes:image href="https://d3wo5wojvuv7l.cloudfront.net/t_rss_itunes_square_1400/images.spreaker.com/original/015675c8a1b67622d2234261edd71c34.jpg"/><itunes:season>1</itunes:season><itunes:episode>1</itunes:episode><itunes:episodeType>full</itunes:episodeType></item></channel></rss>
