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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...

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...

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...

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

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

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

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

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

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

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...

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...

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...

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

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...

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

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

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

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...

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&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...

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...

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.

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...

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...

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 & 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...

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 & 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...

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 & 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...

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...

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...

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...

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 & 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

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...

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 & Science to Engineering & 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...

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...

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

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...

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...

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&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...

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...

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&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...

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...

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...

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...

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...

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...

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&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...

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...

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...

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...

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...

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...