DiscoverFE News: #FutureofEducation News Channel
FE News: #FutureofEducation News Channel

FE News: #FutureofEducation News Channel

Author: FE News

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Thought Leadership, Good News, Events, Videos & Podcasts in #EdTech #Apprenticeship #Skills #FE #HE & #Employability
www.fenews.co.uk
57 Episodes
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Here is part two unpacking the operational running of the WorldSkills UK Centre of Excellence, in this episode we chat with Joan Scott, Assistant Principal of the Trafford College Group and Frazer Minskip, WorldSkills UK Centre of Excellence High Performance Skills Coach and a WorldSkills UK Training Manager for the Automotive sector. We unpack how the High Performance Skills Coaches will practically support Providers. The scheme will roll out in January and will be with the pilot of 20 colleges . As all of the High Performance Skills Coaches are a part of the Team UK and have all of the high performance experience from the WorldSkills and EuroSkills competitions, they will be sharing this knowledge with Providers across the sector to drive up quality, delivery and performance of the teams. So it is a really interesting coaching and knowledge transfer partnership to the entire sector. As Frazer explains, it would be as if the Team GB Olympic team came into schools to run PE sessions, the High Performance Skills Coaches are all part of the elite Team from WorldSkills UK and will work with groups of colleges and in the future Training Providers to work with the senior leadership team and also the Practitioners, so with individual Lecturers, Trainers and Tutors across all curriculum areas. Joan explains that from a college perspective, having the knowledge transfer partnership from the Centre of Excellence helps drive up performance, quality and the CPD of not just the senior leadership team, but also the individual practitioners and delivery staff, which will then help to continually improve the operational delivery in the college and then across the entire sector.Check out the podcast with Frazer and Joan to unpack how the High Performance Skills Coaches will be a part of the strategy to help improve performance and operational delivery across the sector.
FE News caught up with WorldSkills UK CEO Neil Bentley Gockmann and NCFE CEO David Gallagher about the Centre of Excellence and the potential impact on the FE Ecosystem.Many people may not understand what the Centre of Excellence actually is, so Neil and David both break down what the Centre of Excellence (CoE) is, and how the CoE will help deliver World class training and mentoring to Colleges and Providers in the future.Neil explains that the CoE is not just for Skills competitions, but for the whole FE system. It is like bringing the Team UK Olympic team to deliver PE in schools, the High Performance Skills Coaches are the Training Managers from Team UK, working with groups of Educators and Senior Leaders. Initially this is in colleges, but in the future also in Training Providers, to help deliver excellence and raise quality in curriculum delivery.After initial research from Oxford Univiersity and Skope, which highlighted the need to move from Competence to Excellence, David and Neil explained that they looked at other WorldSkills nation’s Centres of Excellence and explored how this could be adapted to help the entire FE and Technical education system in the UK. They particularly looked at South Korea and the Russian Centre of Excellence, particularly how they positively impacted their entire Technical Education system.We then explore the longer term plans for the CoE and the partnership between NCFE and WorldSkills UK. Particularly improving the quality of delivery and helping the UK levelling up or social mobility with learners. At the moment the CoE has a pilot of 20 colleges and 35 colleges as a part of the WorldSkills Innovation Network, but Neil and David explain how this three year project will then expand into a provision for both providers and colleges.We then discuss the upcoming FE White Paper, and how the Centre of Excellence model could be interesting for Gavin Williamson.
@FENews chat with @GillianKeegan, Under Secretary of State for Apprenticeships and Skills, about #TLevels We unpack T Levels, particularly with the pilot T Level programmes starting this September, many learners would be starting the first T Levels this week.Gillian chats about how the Covid pandemic has affected T Level delivery, particularly the industry placements and the measures put in place to help learners achieve their 315 hours of industry placements (at least 315 hours, some T Levels on the pilot programme, such as those around Education, have significantly longer work experience options). She also explains what happens if the 315 work experience hours are not possible.We then go onto discuss how DfE are helping employers and careers advice and guidance specialists be educated about T Levels, and goes onto explain the major differences between Apprenticeships and T Levels.The Minister then explains how T Levels are a helping with the levelling up agenda for regions and socially disadvantaged groups and the BAME community. We also discuss the future plans for T Levels, such as potentially including adults and the key priorities for DfE with T Levels over the coming year.
#FEReform - @DavidPriceOBE discusses which international education and work systems could be a good inspiration for the upcoming FE White Paper.In the Autumn of 2020, the much anticipated FE White paper is due to be released. Education Secretary Gavin Williamson has hinted that he is taking inspiration from the German Education system.In his July #FEReform speech Gavin Williamson said:“That’s why this autumn I will be publishing a White Paper that will set out our plans to build a world-class, German-style further education system in Britain, and level up skills and opportunities”So we asked David Price OBE, has just completed an international research project for his recent book the Power of and asked for his opinion on which international education and work systems could be a good inspiration for the upcoming FE White Paper.David Price OBE, is an expert in organisational learning for a complex future. He writes, talks, trains and advises, around the world, on some of the biggest challenges facing business, education and society: solving the problems of employee, student and civic disengagement; maximising our potential to be creative, innovative and fulfilled citizens, and understanding the global shift towards open organisations, and systems of learningSo here are some ideas and inspiration that David thought would be interesting to share with the FE News audience.
@DavidPriceOBE launches new book "The Power of Us: How we connect, act and innovate together" This book launch has an interesting time being during the Corona Crisis, Gavin @FENews took the opportunity to chat with David about what the education system, the future of work and what we can learn from the current world situation:Exploring how the education system needs to change and take inspiration from the 17-yr old high school dropout who created the world's most used Covid tracking app, but was seen to be a failure in his education system, to how the World of work is evolving.
Dr Heidi Alaskary, Lead Co-Chair of the Task Force on Economy, Employment and Education in the Digital Age and Paul Grainger, Co-director of the Centre for Education and Work, UCL, and Co-Chair of the G20 Task Force on Education and Skills discuss the impact of COVID on education and skills in the fourth industrial revolution.
Helping a “lockdown generation” transition to labour markets post COVID-19As GAN Global (@GAN4Skills) "What can we do to collectively help a #LockdownGeneration transition to labour markets post COVID-19?" is the main issue we wanted to address with high-level stakeholders from public and private spheres and youth representatives from across the globe (Online discussion - 17 July 2020).A deep economic and social crisis is linked to the COVID-19 pandemic; all of the speakers in the discussion agreed that innovative approaches are required to ensure youth have access to work-based learning opportunities, as a viable pathway towards a decent job.For several groups, especially the marginalised and youth, across all countries and several sectors, 2020 is a year that marks lost economic, educational and labour opportunities.This is the second part in a series on articulating new solutions and innovations to drive youth employment Post COVID 19.
Helping a “lockdown generation” transition to labour markets post COVID-19As GAN Global (@GAN4Skills) "What can we do to collectively help a #LockdownGeneration transition to labour markets post COVID-19?" is the main issue we wanted to address with high-level stakeholders from public and private spheres and youth representatives from across the globe (Online discussion - 17 July 2020).A deep economic and social crisis is linked to the COVID-19 pandemic; all of the speakers in the discussion agreed that innovative approaches are required to ensure youth have access to work-based learning opportunities, as a viable pathway towards a decent job.For several groups, especially the marginalised and youth, across all countries and several sectors, 2020 is a year that marks lost economic, educational and labour opportunities.This is the first in a series on articulating new solutions and innovations to drive youth employment Post COVID 19.
@NUSScotland responds to Digital Poverty fundNUS Scotland President, Matt Crilly responds to the Digital Poverty fund announcement.
Beth Curtis, Protocol discusses recruiting End Point Assessors and Dual Professionalism at EPA Live.Beth discusses the two routes to attracting End Point Assessors:One from the instructors and assessors who were delivering Frameworks, but as Beth explains End Point Assessment is very different and the importance of occupational competence and particularly logging CPD of occupational competence is key for End Point Assessment organisations.The second group is to attract people from industry, but a lot of work needs to be done to raise awareness of Apprenticeships to professionals. There is also the potential problem that in some occupations the salaries will be very different in some roles and the sector needs to think about how they can become an attractive employer to industry professionals moving into FE and Work Based Learning.Check out the podcast to hear what Beth has to say.
FE News chat with Lucy Hunte, National Programme Manager, Apprenticeships Talent for Care, with Health Education England about scaling Apprenticeship and T Level delivery at #EPALive in Wembley.The NHS is the largest employer in the UK, with a £200 million Apprenticeship Levy pot. So we asked Lucy to give the sector advice on how to deliver Apprenticeships and T Levels with a large employer with over 350 roles mapped in their organisation, but as the NHS is also made up of 263 NHS trusts and 7000 SME's in the supply chain, how to work with a diverse and complex organisation.Lucy discusses the growth in the volume of starts at the NHS from 8,000 two years ago to 24,000 and nearly 28,000 this year and how the NHS is on track to spend all of their £200M Levy pot this year. With this volume of Apprenticeships starts, we asked Lucy for advice on 20% off the job on this scale of learners. We then went into T Levels and in particular industry placements in T Levels.
Richard Meredith, from OneFile discusses Ofsted at EPA Live in Wembley. Richard discusses evidencing learner progress for Ofsted and explained that he was recently attending the Ofsted review for 16-19 and how Ofsted are now particularly interested and making a shift to the impact on a learner. He explains this is particularly around the learner journey, where have they progressed from, where are they now, what are they progressing into. With this in mind and particularly looking at the Three I's of Ofsted (Intent, Implementation and Impact) Richard makes some helpful recommendations and useful ways to evidence a learners progress.
FE News chat with Lucy Dunleavy, Founder and CEO of LearnBox about the modern learner and the future of learner engagement at the EPA Live conference. Lucy explains that the modern learner is time shy, easily distracted and needs bite sized training to meet their needs. Lifelong learning is changing, the non accredited lifelong learning route could involve Googling a problem or watching a YouTube video to learn something like DIY or to solve a problem such as fixing a boiler. When then explore what the FE and Skills sector can learn from the modern learner and how we can engage them with accredited training, particularly how to engage learners out of the classroom. Lucy explains that bite sized micro accreditation is a fantastic way to build an accredited lifelong learning strategy. LearnBox are best known for using video to deliver bite sized training for Functional Skills, and the results / outcomes have been incredibly positive. We ask Lucy, what can the sector learn from this, particularly with new ways of engaging learners. She explains that the World Economic Forum list the most important skills for the future are Creative thinking, critical thinking and problem solving and Lucy highlights that these should be taught and drawn out in schools, if not in adult education to enable these core skills for the future.We then ask Lucy for her views on how to teach learners to learn to learn, to be ready for the jobs and skills requirements of the future.
FE News chat with Leonie Thompson, EPA Manager from NOCN at EPA Live 2020 about the systems and procedures that are a part of the End Point Assessment process from an End Point Assessment Awarding Organisation (EPAO perspective).Leonie also chats about aligning curriculum to Apprenticeship Standards, Planning for a successful Gateway and finishes with some top tips to ensure a successful End Point Assessment
Richard Atkins unpacks the FE Commissioners Annual report
Richard Marsh, Apprenticeship Partnership Director, Kaplan Financial, discusses the biggest challenges for employers and providers moving to Standards and End Point Assessment at NOCN's #EPALive conference.Richard explores some of the practical things to consider ranging from materials and guidance, as previously with Apprenticeship Frameworks Awarding Organisations provided materials to support this.Richard explains that no one has 'cracked it yet' and we are all still learning, but he discusses somethings that they have learned and experienced. He explores new operational delivery models, in particular do we need to consider new delivery models, roles and titles from Coaches to Tutors rather than the old Assessor model for Frameworks.He also discusses the practical things to consider around Apprenticeship quality and timescales to take into account with the End Point Assessment process.
Lack of Knowledge Puts Promising Potentials Off Police Work68% don’t believe a career in the police force is accessible to all, almost one in five (18%) people aged 18-24 are put off pursuing a career in policing as they don’t know what job roles are available to them.More than two thirds (68%) of UK adults don’t believe a career in policing is accessible to everyone. Even though the variety of roles are so broad in law enforcement, such as a police officer or constable, behind the scenes as an evidence technician or victim advocate, a custody officer or court reporter, 49% of people still believe it’s a career choice that’s only accessible to a certain group or type of person.Half of all 18-24 year olds surveyed have never considered a career in the police force, with the biggest barriers to joining the profession being the perceived dangerous nature of the role (53%), along with a lack of knowledge on both what roles are available (18%) and the career progression (15%), according to research from The University of Law (ULAW).To tackle this, ULAW have launched a Professional Policing (BSc) degree, allowing students to develop a comprehensive knowledge of possible careers in policing before having to apply, and providing them with a foundation for further study areas such as criminology and law.FE News chat with Salome Verrell, Senior Tutor at ULAW, for more details about how they plan to support the The Police Vision 2025 to develop a professional police workforce, equipped with the skills and capabilities necessary for policing in the 21st century:1. What is the best way for the police service to attract a representative mix of people with the right skills, knowledge and potential, behaviours and values to deliver this policing vision?2. The police force has roles for many other positions than just Police Officers. To get the right mix between officers and staff, how can the police force attract new talent, and what are the best ways of finding out about other potential career opportunities within policing?3. What are the benefits of creating a culture that values difference and diversity, which empowers individuals, and is more representative of the communities they serve?4. For policing to innovate at the pace required, how can changes to the culture and leadership of the police service best be introduced?5. Recent research has shown that 50 year careers are now becoming the norm, meaning that continuous professional development and lifelong learning are more important than ever. How can the police service support CPD whilst adding critical new skills to the police service?
Tom Burton talks to FE News at EPA Live 2020.Excited to be at @wembleystadium today for #epalive with @LearningBoxed@Protocol_Rec @FENews @NOCNGroup and @OneFileUK
FE News chat with FE Commissioner, Richard Atkins about his role as the FE Commissioner, particularly how the majority of his role which is supporting and developing the 240 FE Colleges across the sector:Richard explains that although his role is perceived to be all about dramatic college interventions with failing colleges, this is incredibly rare and only happens on a very small handful of minor cases. The majority of Richard's role is developing a consultancy support service for colleges to continually develop and improve the 240 FE Colleges that are incorporated.Richard discusses the National Leaders of FE and National Leaders of Governance and the Diagnostic Assessment service rolled out by his team to over 60 colleges.This is a free service to help high performing colleges as well as colleges that are struggling or looking to improve. Richard explains that it takes time to deliver long term sustainable improvements (it took him 7 years in his previous College Principal role) and he sees this as the norm for it to take time to deliver excellence.Richard goes on to explore how we can continually support and improve the sector, whilst trying to remove the stigma of asking for help and support. He then goes onto give some recommendations from the best strategies and processes he has seen in colleges.After hearing about all of the many support structures in place for FE Colleges, we then go onto ask Richard for his own views to see if a support structure should be in place for Training Providers.Subscribe to the FE News podcast or visit Gavin's Newsroom on FE News.
FE News chat with Dr Jay Derrick from UCL. Jay is a Senior Lecturer at UCL, IOE - Education, Practice & Society and Institute of Education. He is also a Senior Lecturer on an Engineering MSc encouraging lifelong learning and agile skill sets for engineers.Jay discusses how to develop the foundations for learners and professionals to develop stackable skills to prepare for the jobs of the future or new roles that they will progress into.We have also recorded another podcast with Jay discussing informal lifelong learning
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