In Autumn 2021, Edge hosted CPD sessions focused on Further Education (FE) philosophy and history. Continuing this successful series, the latest event took place on 8th March. Chaired by Professor Chris Winch, it looked at current FE policy making. Here’s a taste of what our expert panellists had to share.
Keith Smith – Director of Strategy, Department for Education
“The skills agenda is now cutting across all government policymaking. Those in the skills system should take confidence from this and capitalise on it,”
said Keith, who is at the forefront of the government’s skills reform agenda. He explained how the recent Levelling Up White Paper underscores the need for a place-based approach to skills and a system that responds to local labour market needs. A key objective is to simplify the system, making it easier for learners and employers to navigate.
“We also need to leverage big data,” Keith added, “especially for future skills.”
Analysing participation, achievement and destinations data can inform the design of new user-system interfaces and skills products that let organisations dig deeper into skills supply issues.
Beth Chaudhary – Strategy Director, Institute for Apprenticeships and Technical Education (IFATE)
IFATE helps set standards for technical qualifications and apprenticeships.
“Our watchword is quality,” Beth explained. “Both for employers and learners, at a system level and for individuals.”
She outlined IFATE’s three strategic priorities, which support this push for quality standards. Developing quality assurance for different technical qualifications is helping employers trust that learners are following defined pathways directly into skilled jobs. To prioritise which technical qualification standards to focus on, IFATE also uses data insights and engages with employers, training providers, awarding bodies and learners themselves.
Crucially, IFATE’s occupational standards are helping to ensure learners develop the knowledge, skills and behaviours that employers need, with occupational maps available for learners from all backgrounds, as well as employers, with up to date information about career development opportunities. IFATE is working with partners including the National Apprenticeship Service and National Careers’ Service to ensure occupational maps are well understood. Beth explained that these maps will play a vital role in levelling up and for allowing wider cohorts of talent to access the system, which is currently too complex and inequitable.
David Russell – CEO, Education and Training Foundation (ETF)
David offered a different take of the current state of play: “There’s a conundrum between government narrative and spending: investment doesn’t match the transformational rhetoric. Why is there this dichotomy?”
The likely explanation, he argued, is that the Treasury doesn’t think significant FE investment will deliver the outcomes they’re seeking. This may be because they believe the FE sector has too much autonomy and lacks the quality standards to spend the money effectively.
For the sector, this presents a significant challenge – align with government investment or follow their own strategy? David argued one alternative:
“Rather than trying to improve the skills system, government bodies should create a self-improving one. Now’s the time for investment in things like teacher capacity building, which is more sustainable and less costly.”
Harry Leech – Head of Skills, HM Treasury
Harry offered insights directly from inside the Treasury, where he advises the Chancellor on the economic benefits of skills investment. As he explained:
“Skills policy in the Treasury focuses on big picture questions like productivity growth and to what extent investments contribute to getting people into high-skilled jobs.”
In terms of formal spending, he highlighted a common theme in the discussion: data. Unsurprisingly, the Treasury prefers quantifiable evidence that proves particular programmes lead to desirable employment outcomes. Post-Covid, Harry said there’s a shift towards longer-term visions for the FE sector and how it fits into wider government strategy. For instance, how do employers interact with the system and how can government influence private sector spending? This renewed focus on the longer-term offers hope for positive change.
Terry Dillon – Senior Programme Manager, Skills Development Scotland
Finally, Terry offered insights from the development of VET policy in Scotland. Scotland already has several robust apprenticeship pathways, ranging from school-level Foundation Apprenticeships right up to Graduate Apprenticeships. These offer learners clear routes of progression, allowing them to access suitable training throughout their careers.
However, Scotland is looking to modernise the VET system, partly by identifying emergent asks and opportunities. How can they create apprenticeships and jobs that support net-zero carbon transition, for example? In many cases, future jobs intersect with technology and skills like data science and digital manufacturing.
As roles diversify, Scotland is looking to ensure a modular and flexible apprenticeship system enabling apprenticeships to be used even more by those requiring to upskill and reskill.
To improve equitability, Skills Development Scotland is also looking at more agile apprenticeships, focusing on both content and digital delivery. This should ensure everyone can access suitable skills training, regardless of geography or background.
You can watch all three of the CPD sessions at https://www.edge.co.uk/news-and-events/news/further-education-cpd/.